Formal Educational Settings Research Articles

Philosophical inquiry in a culturally diverse, faith-based community

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could be beneficial outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity.

The Concept of Forming Shaleh Children According to Islamic Education

Children, viewed as a divine trust from Allah SWT, are entrusted to parents from the moment they grace the world. This bequeathed responsibility mandates parents to meticulously nurture and educate their progeny, directing them towards the cultivation of utility and noble character. Born in a state of fitrah, children's trajectories, whether towards virtue or peril, hinge significantly upon the guidance provided by parents. This responsibility extends beyond mere guidance; parents are entrusted with the monumental task of instilling piety in their children—a duty often underestimated by a substantial number of parents, despite explicit guidance in the Al-Qur'an and Hadith regarding the pivotal role of righteous offspring. This research, titled Concept of Forming Pious (Shaleh) Children According to Education, delves into this critical matter with precision. The research objectives encompass a nuanced understanding of the principles underpinning the cultivation of piety in children through education, exploration of methodologies employed in educating pious children, and identification of strategic efforts to foster piety from an educational standpoint. Employing a descriptive research methodology, the study undertakes a comprehensive examination of current issues through a thorough library research approach. The findings of this research underscore the imperative of cultivating pious children with the aim of nurturing individuals of noble character, thereby contributing to peace and tranquility in both temporal and spiritual realms. The practice of educating children in piety is characterized by its enduring nature, persisting beyond the corporeal realm, as the prayers of pious children become a poignant means of salvation for parents from the fires of hell upon their demise. The conceptualization of forming a pious child according to education involves the developmental nurturing of their soul, even within the confines of the womb, with the overarching goal of achieving virtuous outcomes. Efforts to foster pious children, from an educational perspective, entail the deliberate incorporation of moral education in both formal and informal educational settings. The methodologies employed in shaping pious children through education encompass exemplariness, adherence to cultural norms, the provision of advice, focused attention, and judicious application of appropriate disciplinary measures. In consideration of these insights, this research anticipates active parental engagement in cultivating their children's moral compass, fostering the nuanced development of pious offspring. Encouraging community participation in shaping the moral character of children towards piety is deemed essential. Furthermore, the sustained and active involvement of educators in schools, dedicated to imparting moral values, is paramount for the realization of a society characterized by pious children.

Growing biodesign ecosystems: Community exchange spaces advance biotechnology innovation

Abstract The biotechnology design (biodesign) enterprise is reshaping our relationship with nature and requires broad public engagement for innovative and ethical development. However, current biodesign programs are often limited to formal education settings such as universities, community colleges and high schools. To grow deeper networks with and amongst communities that are often excluded, we need new approaches and learning spaces. These must expand the diversity of voices that frame biodesign questions and drive when, where, and how we practice biotechnology design. Through our work, we have found that community-based biodesign spaces (informal learning spaces) can empower multidirectional and multigenerational knowledge exchange and advance a more diverse, inclusive, and innovative biodesign enterprise. In this article, we illustrate the benefits of a biodesign education ecosystem through case studies of three learning spaces: (1) a community bio laboratory, (2) an educational summer camp, and (3) an art-based maker space. This informal educational ecosystem brings together artists, educators, activists and researchers to elevate ancestral science knowledge, creativity, play, and storytelling as central to biodesign education. While each is important independently, emergent power comes from connections between community biotechnology design spaces. By highlighting successful approaches used across these spaces, our three case studies show how diverse community engagement can sustain a vibrant biodesign ecosystem. Our findings can inform existing biodesign approaches and broaden their impact to grow a more innovative, relevant and accountable biodesign enterprise.

Analysis of Students’ Emotional Patterns Based on an Educational Course on Emotions Management

Based on the current research trends and academic applications, which suggest that emotional intelligence can be learned and enhanced through education and training, this academic project coded and analyzed the emotional patterns of 46 undergraduate students who attended an 18-week academic course on emotional management. A paired-sample t-test showed a significant increase from pre-course to post-course emotional intelligence scores, suggesting the importance of designing an academic course in formal educational settings. Analysis of students’ emotions journals indicated a total of 18 negative emotions, with the emotion of irritability occurring most frequently, followed by anger and anxiety. Loneliness, impatience, and guilt were some of the least felt negative emotions. The triggers for the arousal of negative emotions spanned family matters, interpersonal relations, academics, and communication skills, among others. The majority of the students used cognitive-behavioral and family systems theories in understanding and analyzing their emotional patterns. Students used various strategies to deal with the negative emotions, including developing communication skills, talking with family and friends, better time management, improving self-efficacy, cultivating a positive attitude, engaging in physical activities, etc. These results are discussed in this paper and the possible implications for practical purposes and further research are suggested.

Capacity building and professional development in contemporary music careers: An Australian contemporary music case study

This paper examines capacity building and professional development in Western Australia’s contemporary popular music sector. It reports on a mixed-methods qualitative-quantitative study into the lived experiences and needs of musicians and industry practitioners alike. It examines learning which is undertaken outside of formal education settings, and includes conferencing, one-on-one mentorship and other workshop based modes of delivery. As is reported, participants are overall positive about their experiences when engaging in such activities however several barriers exist as they relate to the required investments of time and money, modes of delivery and the focus of specific opportunities. A range of recommendations are made in order to address these barriers and support a diversification within the capacity building and professional development space.

Effective inclusion practices for neurodiverse children and adolescents in informal STEM learning: a systematic review protocol

BackgroundInformal learning experiences in science, technology, engineering, and math (STEM) can enhance STEM learning that occurs in formal educational settings and curricula as well as generate enthusiasm for considering STEM careers. The aim of this systematic review is to focus on the experiences of neurodiverse students in informal STEM learning. Neurodiversity is a subgroup of neurodevelopmental conditions, such as autism, attention deficit disorder, dyslexia, dyspraxia, and other neurological conditions. The neurodiversity movement regards these conditions as natural forms of human variation, as opposed to dysfunction, and recognizes that neurodiverse individuals possess many strengths relevant to STEM fields.MethodsThe authors will systematically search electronic databases for relevant research and evaluation articles addressing informal STEM learning for K-12 children and youth with neurodiverse conditions. Seven databases and content-relevant websites (e.g., informalscience.org) will be searched using a predetermined search strategy and retrieved articles will be screened by two members of the research team. Data synthesis will include meta-synthesis techniques, depending on the designs of the studies.DiscussionThe synthesis of the findings resulting from various research and evaluation designs, across the K-12 age span, and across various informal STEM learning contexts, will lead to depth and breadth of understanding of ways to improve informal STEM learning programs for neurodiverse children and youth. The identification of informal STEM learning program components and contexts shown to yield positive results will provide specific recommendations for improving inclusiveness, accessibility, and STEM learning for neurodiverse children and youth.Trial registrationThe current study has been registered in PROSPERO. Registration number: CRD42021278618.

Fully Online In-demand Skill Training: Understanding Participant’ Reason and Reaction

Gaining skillswill aid the youth generation to obtain careeropportunities and while also making their workforce efficient and in line with the current industry in the era of the 21st century. However, skill demands by industry are typically gained outside formal education settings. Thus, a new paradigm of learner-directed study has emerged as a promising development for educational sectors. This study proposes a skill-based training based on the in-demand hard-skill industry in online settings, and an investigation of participant reason and reactions to the training. The study attempted online training in the topics of User Interface and User Experience (UIX) and Social Media Marketing, which were discovered to be in demand within the Indonesian workforce. The study was able to employ 434 Indonesian registrants, however, only 151 were able to complete the post-training questionnaire. The study's analysis revealed that the majority of participants were university students looking to improve their skill setsbefore entering the job market. The learners responded positively to the training procedures and learning approaches. This study concluded that skill-based online training has the potential to improve industry-required skills.

Learning through clinical extramural studies: an observational study

BackgroundVeterinary medicine programmes require students to learn in formal educational settings and through workplace experiences. Previous studies have indicated that learning in the clinical workplace can be informal as students participate in daily activities of service provision by veterinary teams. It can be complex however for students to transition from a traditional formal educational setting to learning in the workplace and students must be able to self-regulate their learning. This requires students to set their own learning goals, consider available learning opportunities and to evaluate if intended learning outcomes have been attained. There is a need to identify strategies students undertake to self-regulate their learning in the workplace to design supports to enhance their learning. The aim of this study was to provide a detailed description of how final year veterinary medicine students plan, learn and reflect on their learning in the workplace context of clinical extramural studies (CEMS) prior to the COVID-19 pandemic.MethodsAn observational repeated cross-sectional design study was conducted with two groups of final year veterinary medicine students in University College Dublin. Data was collected in two stages by analysing student activity records and surveying students in 2017 and 2018. Participants were asked to describe how they planned their CEMS, to describe the types of learning activities they participated in, and describe their reflections of CEMS.ResultsThe results are interpreted through the lens of self-regulated learning theory. Analyses of student CEMS activity records indicate that students from both groups primarily participated in small animal / production animal or mixed practice work placements. The majority of respondents of the survey indicated that CEMS was a valuable learning opportunity and they were motivated by placements that would support their future career goals. Financing CEMS placements was a key obstacle to their planning. The majority of respondents indicated varying frequencies of engaging in different types of learning activities and noted that finding suitable placements that facilitated practical skill development and active student learning was a challenge. Implications for veterinary education are discussed.ConclusionsStudent perspectives on planning and learning in the CEMS workplace context yielded important insights into the factors that influence their self-regulatory activities which can help inform future educational interventions to support student learning.

Micro-credentials and reflections on higher education

PurposeMicro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education.Design/methodology/approachMany questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, employers or employees. In addition, although there are studies on micro-credentials in the USA, Europe and Australia, there is very little research around countries such as Turkey (Yilik, 2021). This study discusses the use of micro-credentials in the world and their reflections on higher education.FindingsAs it is shown in this article, micro-credentials have the potential to challenge or complement traditional ways of how learning is taking place, understood, recognized and certified. Research on micro-credentials is still in its infancy and could benefit a lot from more research. Especially research on employers' recognition and appreciation of digital credentials needs to be studied. Also, empirically confirming propositions of literature on micro-credentials could be beneficial.Originality/valueThis study is original in terms of discussing the use of micro-credential in the world and their reflections on higher education and presenting suggestions on this subject.

Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review.

Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80minutes to 24hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners.

Design considerations in the activation of a temporary playspace for children and families: perspectives of council, architects and designers

ABSTRACT Child-friendly cities are places that support opportunities for children’s play and community connection in safe urban environments. A dominant practice in urban planning and design has been to separate people and their activities spatially (i.e., residential zones, learning zones, play zones) and this coincided with the remaking of cities around private vehicular travel which together necessitated carving out safe spaces for children play. This has meant that children’s play has been geared towards permanent equipment in fenced-off playgrounds or more formal educational settings. However, the inclusion of temporary play spaces in cities to support community engagement in the local environment is growing to combine urban design, play and community wellbeing initiatives. This paper documents the experiences of stakeholders of a temporary play space in an inner-city suburb of an Australian city. This work includes key perspectives of the architects and designers and local council members to evaluate how a 12-week activation of a temporary play space came into being and what can be learnt from this collaboration.

Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

IntroductionRobotics is viewed as a viable pedagogical strategy for STEM learning because it is characterized by many practices common to the STEM disciplines such as engineering design. With many national curricular calling for STEM integration in K-12 formal educational settings, there is a need for empirical evidence about the effectiveness of different pedagogical approaches to teach with robotics-based activities to promote curriculum learning outcomes and teaching practice. This exploratory study investigated the effectiveness of a scaffolded robotics intervention and a self-guided robotics intervention on pre-service teacher knowledge (PST) of science concepts related to gears and on PST self-efficacy to teach with the robotics-based activities.MethodsA quasi-experimental, pre-post intervention study was implemented with two non-equivalent groups of elementary preservice teachers (PSTs) in a Bachelor of Education program. PSTs in the self-guided group (n = 11) worked with robotics kits in the library at their own pace. PSTs in the scaffolded intervention group (n = 16) were guided through the activity by the author with instructional scaffolds. IBM SPSS Statistics 27 was used to analyze the data.ResultsThe relationship between intervention type and gains in science knowledge was not statistically significant for the self-guided group but was statistically significant for the scaffolded group suggesting that scaffolding supported PST’s learning of the science concepts. With respect to PST self-efficacy to teach with the robotics-based activity, both intervention types revealed statistically significant gains from pre to post tests, however effect sizes indicated that the scaffolded intervention resulted in greater gains in PST self-efficacy to teach with the robotics-based activities.DiscussionThe results provide exploratory evidence that the scaffolded robotics approach, modelled for and experienced by the pre-service teachers in this study, was effective for their learning of science curricular concepts related to gears and for developing their self-efficacy for teaching the robotics-based activities. It should be noted that findings may not be generalizable due to the small sample sizes, especially of the self-guided group. Nevertheless, the findings do provide insights for teacher educators incorporating robotics-based activities into curricular courses such as science methods as it provides specific examples of scaffolds that were effective for science learning and for developing PST self-efficacy. The study also contributes to the literature on instructional strategies that promote robotics adoption in K-12 schools to support development of STEM knowledge and skills.

The Insect Festival Working Group: A New Initiative to Identify Best Practices

Gwen Pearson and Betty Bee at the 2015 Purdue Bug Bowl. (Photo by John Obermeyer, Purdue Extension Entomology.) Insect festivals have multiplied like locusts over the last 20 years. Eighty-one bug festivals have been identified in the U.S. (Hvenegaard 2016, Blevins 2018). The scope of insect education is huge and varied; what distinguishes insect festivals (Table 1) from other entomology outreach programming? Insect festivals encompass many different experiences. For example, Purdue’s Bug Bowl is a choose-your-own-adventure event, with multiple concurrent events indoors and outdoors across a campus. Other insect festivals are closely scripted events with high production values. Across this spectrum of experience, the value of a live event becomes clear: rich social experiences. Because insect festivals feature “aversive taxa,” attention to visitor emotions and developing trust are key. It’s a sad reality that insects and their arthropod relatives engender strong negative emotions in many people (Polák et al. 2020, Fukano and Soga 2021). The festive party vibe of a bug festival means audiences can be more relaxed and open to new experiences, compared to a formal educational setting.

Teachers’ digital pedagogies and experiences in virtual classrooms

The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as school closures across the state (and globe) forced education to operate in virtual classrooms. Given the continued need for online learning, it is necessary to examine the perspectives and experiences of teachers who worked throughout the school closures of spring 2020 and to identify ways to better support both teachers and students as they navigate virtual learning. The purpose of this exploratory qualitative study was to investigate K-12 teachers’ experiences shifting their classrooms online and their overall perspectives on the use of digital literacies as a central part of student learning. Reported in this paper are the survey results from 389 teachers’ perceptions of their effectiveness during the Covid-19 pandemic during the semester spring of 2020. Additionally, a randomly selected a subset of 12 elementary and 13 secondary teachers’ semi-structured interviews were analyzed. Unsurprisingly, teachers reported many challenges meeting their students’ needs as they transitioned to online learning. Findings revealed students who lacked access to reliable Internet and digital devices. Even when access was not an issue, students lacked the necessary digital literacy skills to navigate their online education. Teachers reported many challenges associated with online learning, particularly those related to student engagement, communication, and shifting pedagogies online. Therefore, there is a need for schools and curricula to include operational digital literacy skills earlier in formal education settings, and to prioritize these skills even when face-to-face instruction resumes.

The Formation of Scientific Conceptions in Early Childhood: A Result of “Over”-Development?

Conceptual development in the scientific domain initiates at an early stage, leading to the emergence of “overthinking” in the form of mis- and alternative conceptions. This contribution aims to delve deeper into the origins of scientific misconceptions by examining the parallels found in three other areas of early learning characterised by an overapplication of rules: overextension, overregularisation, and overimitation. One prominent characteristic shared by these is the presence of U-shaped trajectories, indicating an initial simplicity, followed by an overapplication of rules, and eventually leading to a more sophisticated understanding. It is evident that both linguistic and non-linguistic forms of overdevelopment interact and influence each other. Language, specifically the role of dialogue, assumes particular significance in both formal and informal educational settings. Conversations and dialogue, whether in the formal classroom or during everyday interactions, play a crucial role in shaping children's understanding and facilitating conceptual change. By engaging in meaningful conversations, children can challenge and refine their existing conceptions, allowing for a more accurate and nuanced understanding of scientific principles.

‘I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic

ABSTRACT This article discusses the language needs analysis which informed the development of a beginner Arabic language course for Scottish primary education staff who work with Arabic-speaking refugee children and families. Interviews and focus group were carried out with: Scottish educators; Arabic-speaking refugee children; and parents/carers. They highlighted the following language needs for the course: (a) language for hospitality; (b) language for wellbeing; and (c) language for school. In this article we highlight the language needs as identified by refugee pupils and their families and we start a discussion on the importance of teaching a refugee language within formal educational settings.

Veterinary professional identity: Conceptual analysis and location in a practice theory framework.

Professional, social, and cultural issues and phenomena of veterinary practice are now established areas of commentary and interest in research, education, professional publications and even in the mainstream media. Despite the availability of theoretically informed literature in diverse relevant domains and disciplines including professional practice, workplace learning, and medical sociology and anthropology, commentary and research on veterinary practice issues and phenomena remains dominated by clinician-educators and clinician-policymakers. Reflecting the clinical disciplinary traditions, there is a resulting over-representation of individualistic, positivist perspectives and under-theorized research studies. In this paper we provide an interdisciplinary theoretical framework for veterinary practice and veterinary professional identity grounded in a practice theory perspective. We begin by arguing for the need for such a framework by scoping veterinary practice in its contemporary social context. We go on to provide a sociocultural framing of veterinary practice, underlining the mutual constitution of individuals and the social world through participation in practices and taking into consideration important concepts including knowledge, institutions, ethics, and embodiment. We assert the importance of professional identity as a core phenomenon of veterinary practice, constituted by making meaning of professional practice experiences, especially through narrative and dialogue. This practice theory framework for veterinary practice and veterinary professional identity development provides rich opportunities for understanding, researching, and enacting diverse activities and phenomena, especially learning, development and change within and beyond formal educational settings.

Peran Guru PAI Dalam Membentuk Karakter Islami Siswa MAS Al-Wasliyah Tembung

The role of Islamic religious education (PAI) teachers cannot be overstated in shaping the identity of Muslim students in formal education settings such as schools and mosques; this article, in particular, draws attention to the contributions of Guru Aqidah Akhlak. Because of the role of the Aqidah Akhlak teacher as a role model, role model, and idol for his students, it is hoped that they can be formed into Muslims through pedagogical techniques which are usually in the form of lectures and reprimands. The purpose of this study was to find out (1) how much influence the Aqidah Akhlak curriculum had in shaping the Islamic identity of MAS Al-Wasliyah Tembung students. (2) Analyze the supporting and inhibiting factors encountered in implementing Islamic reform. 3. Study the responses of MAS Al-Wasliyah Tembung students. How big is the change before and after MAS Al-Wasliyah Tembung students shape their Islamic character profile? This study uses a quantitative descriptive research design. Data collection through interviews, observation, and written notes. Next, a descriptive quantitative analysis was carried out by providing the relevant data set. The results showed that the role of Islamic religious education teachers, especially teachers of Islamic religious beliefs in shaping the Islamic character of MAS Al Wasliyah students, was as a guide, educator, leader, and motivator. . Students at MAS Al-Wasliyah Tembung are expected to develop a peaceful, virtuous character by participating enthusiastically in religious education lessons — classes which usually involve reciting and reciting the Koran, as well as discussing its meaning with a qualified teacher, or 'Gurus Tahfiz. .
 Keywords: The Role of Islamic Education Teachers, Islamic Character.

Blogging with smartphones for independent writing practice beyond the EFL classroom

This study investigated how English as a Foreign Language (EFL) students at a university in Pakistan experienced blogging on their smartphones as a means to gain more extensive autonomous practice writing in English. The blogging was done as a stand-alone activity, independent of the students’ university EFL programme. Using a mixed-methods case study design, data were collected from 23 undergraduate students through interviews, surveys, and reflective written accounts. This paper foregrounded the students’ voices to reveal their attitudes to blogging, their experiences using smartphones for that purpose, and perceived changes in their English writing skills. The findings indicated that many of the participants developed a virtuous cycle, in which their interest and enjoyment of blogging, along with perceived improvements in their ability to communicate in English, contributed to increase both confidence and motivation to write more. The findings also pointed to other worthwhile social and educational outcomes that could be fostered through this type of activity. As a result, the study has implications for teachers and learners in a wide range of EFL contexts, i.e., offering further insights into strategies for harnessing existing digital tools in order to extend students’ opportunities to use the target language, within and beyond formal educational settings.

Veiled intent or advancing children’s right to education? The legality of payments for extra lessons in Zimbabwe’s education system

Extra lessons in Zimbabwe were initially designed by the Ministry of Primary and Secondary Education to assist learners with lagging aspects of their formal school learning areas. However, in the past few years, extra lessons have taken a new dimension, including theintent to reinforce a learner’s knowledge and ability to understand lessons taught. Although payment for extra lessons in the formal education setting was declared illegal by the government, the practice continues to be a challenge in Zimbabwe as payments are stilldemanded for extra lessons conducted in and outside the school premises. The situation worsened due to the COVID-19 pandemic which resulted in some teachers taking advantage of the prolonged schools closure and conducting extra lessonsin their homes wherein parents and guardians had to pay a certain amount for their children to undertake these extra lessons. Extra lessons have become a mixture of entrepreneurship and exploitation, with many parents failing to afford and some children missing out.