Form Of Learning Research Articles

Pedagogical approaches of maker educators in a school setting

ABSTRACT The purpose of this exploratory study is to propose a pedagogical nexus for maker educators that is specific to making and tinkering in K–12 formal learning environments. The intent is to document the pedagogical approaches of practising teachers as they gain experience with making practices and principles. Based on the analysis of interview data from 24 self-identified maker educators, participants created opportunities and provided instructional support to engage students in making through the use of five approaches: Tool/Technique-Focused Making, Curriculum-Focused Making, Inquiry-Focused Making, Application-Focused Making and Interest-Focused Making. While differences in terms of the goal of the making activity existed within each approach, there were also commonalities across the approaches such as student outcomes and means of assessment. The authors discuss implications for the use of these pedagogical approaches of making and possibilities for future research.

Trends in data literacy, 2018-2023: a review of the literature

Introduction. A review of the literature on data literacy from 2018 to mid-2023. Method. A scoping review of the data literacy literature, in order to provide an overview of a topic, clarify key concepts, and identifying knowledge gaps. Analysis. A detailed search strategy was applied to three data bases: SCOPUS, the ACM Digital Library, and the IEEE Xplore, followed by a qualitative analysis using a coding matrix of eight categories. Results. Trends and gaps in the research were identified. The volume of research on data literacy is growing. Most data literacy research is in the context of formal learning environments. The focus of data literacy tends to be on digital data, interactions with big data systems, and the datafication of life. Critical data literacy approaches were identified in one third of the sample papers - a small but emerging stance to data literacy education. Most empirical studies about data literacy occurred in the Global North. Conclusion. This paper contributes to our understanding of how data and data literacy are currently interpreted in the research literature, as well as the types of topics, skills, and data practices explored. It reveals developing trajectories and proposes future steps for building out the field of data literacy.

Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?

AbstractAs linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs’ science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

Kajian Materi Pendidikan Seni Musik Angklung

Angklung music education material has a variety of types that are adapted to the level of education and availability of angklung musical instruments. This research is about angklung music education material which is applied in non-formal learning and formal learning at elementary, middle school, high school and college levels. The aim of the research is to describe the educational material for the art of angklung music. The method used is the method in this article using library research, namely a method of collecting data by understanding and studying theories from various literature related to the research. The results of the research show that educational materials have different terms but have the same meaning, such as the terms teaching materials, learning materials, teaching materials and learning materials. The angklung music education material that is applied has benefits in students' musical intelligence, numeracy, love of local culture, and angklung playing skills.

Exploring the Impact of Value Education: A Comprehensive Analysis

Value education plays a pivotal role in shaping individuals' ethical, moral, and social development. This research article provides a comprehensive analysis of the impact of value education on learners' cognitive, affective, and behavioral domains. Drawing on theoretical frameworks, empirical studies, and practical insights, the article explores the significance of integrating value education into formal and informal learning environments. Through a synthesis of literature and case studies, the article examines the effectiveness of various pedagogical approaches, curriculum designs, and implementation strategies in promoting values such as empathy, integrity, and social responsibility. The findings highlight the multifaceted benefits of value education in fostering holistic development, promoting ethical decision-making, and nurturing responsible citizenship. The article concludes with implications for policymakers, educators, and stakeholders in advancing value education initiatives and fostering a culture of integrity, empathy, and respect in society.

Learning to identify fake news and digital misinformation: lessons for educators

ABSTRACT This UK-based study examines how people learned to identify digital misinformation. This included what experiences enabled this development, and the skills that were acquired in the process. This is a small-scale qualitative study of participants who self-reported as being confident in spotting digital misinformation and the data was analysed using a thematic network model. The three main themes identified were: “Formal Learning”, “Informal Learning”, and “Sense of Self”. Participants reported that their formal educational experiences at primary and secondary school were largely unhelpful in their development of digital media literacy. Although a university education was identified as enabling the acquisition of some useful skills such as cross-referencing and critical thinking, participants acquired most of their abilities to identify digital misinformation from what is best characterised as their informal learning experiences, most notable of which was the establishment of a strong sense of self-awareness. This was pivotal to the monitoring of emotional triggers which are often the crux of digital misinformation. This paper also highlights the importance of critical pedagogy which promotes an awareness of wider power structures underpinning what is now being widely referred to as “surveillance capitalism”. In conclusion, it is suggested that formal education could learn much from these informal educational processes which have been identified as being helpful in building criticality, which is in turn integral to producing more digital media-literate citizens, and a population more resilient to digital misinformation.

Children and Youths’ Belonging in Protracted Displacement: A Mixed-Methods Study from Kakuma Refugee Camp

Millions of children and youth live in forced displacement. We conducted a mixed-methods study among 729 primary students in Kakuma Refugee Camp to examine the roles of knowledge, experience (direct or indirect), language, and schooling in students’ sense of belonging to their home country and intention to return. We found sense of belonging is associated with knowledge of one’s country and its traditions, fluency in one’s home language, and schooling opportunities. However, these same factors are negatively associated with their intent to repatriate in the near future. The relationship between formal and informal learning appears to encourage a pragmatic sense of belonging to Kenya for the immediate future while any sense of belonging and hope for return to their home countries are projected onto an imagined future.

How context links to best practice use in long-term care homes: a mixed methods study

BackgroundContext (work environment) plays a crucial role in implementing evidence-based best practices within health care settings. Context is multi-faceted and its complex relationship with best practice use by care aides in long-term care (LTC) homes are understudied. This study used an innovative approach to investigate how context elements interrelate and influence best practice use by LTC care aides.MethodsIn this secondary analysis study, we combined coincidence analysis (a configurational comparative method) and qualitative analysis to examine data collected through the Translating Research in Elder Care (TREC) program. Coincidence analysis of clinical microsystem (care unit)-level data aggregated from a survey of 1,506 care aides across 36 Canadian LTC homes identified configurations (paths) of context elements linked consistently to care aides’ best practices use, measured with a scale of conceptual research use (CRU). Qualitative analysis of ethnographic case study data from 3 LTC homes (co-occurring with the survey) further informed interpretation of the configurations.ResultsThree paths led to very high CRU at the care unit level: very high leadership; frequent use of educational materials; or a combination of very high social capital (teamwork) and frequent communication between care aides and clinical educators or specialists. Conversely, 2 paths led to very low CRU, consisting of 3 context elements related to unfavorable conditions in relationships, resources, and formal learning opportunities. Our qualitative analysis provided insights into how specific context elements served as facilitators or barriers for best practices. This qualitative exploration was especially helpful in understanding 2 of the paths, illustrating the pivotal role of leadership and the function of teamwork in mitigating the negative impact of time constraints.ConclusionsOur study deepens understanding of the complex interrelationships between context elements and their impact on the implementation of best practices in LTC homes. The findings underscore that there is no singular, universal bundle of context-related elements that enhance or hinder best practice use in LTC homes.

Creating Spaces of Engagement: Exploring High School Youth’s Voices in Reshaping the Social Justice Curriculum

The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth’s meaning-making of critical social-justice issues. This paper presents data on three high-school youth’s knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth’s interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.

Development of equity, diversity, and inclusion competencies in residents and faculty in oncology through formal and informal learning.

9053 Background: In recent years, a growing body of literature has suggested that patients need their clinicians to provide culturally competent care. A focus on integrated and longitudinal training within the domains of equity, diversity and inclusion (EDI) is needed to equip physicians to meet patients’ needs. Oncology is one such specialty that needs strong skillsets in EDI given its vulnerable and complex patient populations. This study explores how physicians within oncology learn about the domains of EDI through formal and informal learning. Methods: Using constructivist grounded theory (CGT), this study explores EDI competency formation at one academic center – the Juravinski Cancer Center in Hamilton ON, Canada. A purposive sample of 16 staff and resident physicians was taken to incorporate variation sampling - including a variety of ages, genders, and work/training experience. Participants were from both medical and radiation oncology. Semi-structured one-on-one interviews were conducted. Transcripts were generated, anonymized, and analyzed iteratively. Data analysis followed stages of open, axial, and selective coding through which themes were constructed. Interviews were continued until data saturation was reached. Results: Of the 16 participants, there was an even distribution between men (8) and women (8). Mean age was 43 (range 30-65). There were 5 residents and 11 faculty members. 9 were from medical oncology and 7 from radiation oncology. The major themes generated from the study were: the relationship between EDI competencies and professional identify formation, the role of culture and context in influencing exposure and learning about EDI, and the relationship between formal and informal learning opportunities. Conclusions: This study is the first to explore of how oncologists presently develop EDI competencies through formal and informal learning. The study has discovered the role of professional identify formation as a factor influencing learning, the impact of the culture and context of medicine, and the significant interplay between formal and informal learning in developing EDI skillsets. While much learning takes place informally, informed by clinical encounters and personal experiences, there is a need to marry the informal learning opportunities to more structured formal teaching in the training and clinical environment. [Table: see text]

A Qualitative Study on Digital Citizenship Education in Primary Schools

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

Room corners and how they influence the memory of visual information arranged on walls

In formal and informal learning settings corresponding information units are often arranged in the space around the viewer. For example, teachers pin task relevant information on classroom walls, or museum curators arrange exhibits in museum halls. Often learners and visitors are expected to see meaningful relationships between these information units. Theoretically, Gestalt Psychology has been examining the effects of connecting and separating elements in visual information displays, leading to the question of whether these findings also hold in three-dimensional environments. Does the mostly rectangular form of our rooms also either highlight or downplay relations between information dispersed across a room? Three experiments using virtual rooms showed that the matching pairs of pictures were memorized better if both pictures were arranged on the same wall instead of across two adjacent walls: that is, the presence of a room corner between matching pairs decreased memory (Experiments 1–3). Additionally, the findings showed that the participants’ orientation of their central field of view during learning influenced the effect of corners on memory. When initially looking around in rooms, participants most often oriented the center of their field of view toward the middle of a wall (Experiments 1 and 2); however, if they were restricted to orienting their field of view toward corners, the corner effect on memory vanished (Experiment 3). These findings suggest that room characteristics influence the exploratory behavior of viewers, thereby also affecting their memories of the presented information.

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (e.g., Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.

Social Media and K–12 Foreign Language Education

This systematic review aims to explore social media integration in K–12 foreign language (FL) classrooms in the past decade and discusses the unique challenges of adopting social media in K–12 FL teaching. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and selection criteria, 12 studies between 2010 and 2019 were selected. Adopting a grounded analytical method, this review provides a synthesis of the affordances and challenges of social media integration in K–12 FL education. Based on the data analysis, an effective approach to integrating social media in K–12 FL education is proposed, to connect formal and informal learning environments. This review concludes with suggestions and directions for future research on the integration of social media in K–12 FL classrooms.

Self or Non-Self? Self-Essentialism and Well-Being in Tibetan Buddhist Monks

In monastic Tibetan Buddhists, we explored the psychological construct of self-essentialism, looking at links to satisfaction with life and meaning in life. We selected this population due to their deep commitment to teachings that emphasize the notion of “non-self.” We further explored the role of self-construal in the association between self-essentialism and psychological well-being. Finally, we explored how differences between the formal learning stages in Tibetan Buddhism affected our outcome variables. Replicating findings with other samples, there was small positive endorsement of self-essentialism, and a positive association between psychological essentialism and psychological well-being in this Tibetan Buddhist sample. Those on the highest learning stage in Tibetan Buddhism indicated greater self-essentialism, satisfaction with life, and search for life-meaning compared with the other stages. Interdependent self-construal moderated the association of self-essentialism with satisfaction with life. Contextualizing these findings within Tibetan Buddhist doctrine, it appears that Tibetan Buddhist monks utilize self-essentialism to clearly identify their path from the self toward “non-self.”

Formal, informal, and non-formal learning as analytic categories for research in music education

Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making across diverse contexts. It explores previous theoretical perspectives and empirical research on music education across these domains, incorporating a global perspective and discussing the varied interpretations of “non-formal” learning. The article highlights how a continuum between formal and informal learning is challenged by more fluid and nuanced understandings presented here. Drawing on empirical material from an ongoing study in Norwegian upper secondary schools, this work demonstrates the practical implications of a nuanced approach to understanding music learning contexts. Observations and interviews from collaborative learning settings offer insights into the interconnectedness of formal, informal, and non-formal learning domains. By offering a critical examination and synthesis of existing theoretical perspectives, this article contributes to broadening the discourse on music education. It underscores the need for a comprehensive approach to research and education practices that fully acknowledges the complexity of learning experiences across various contexts.

Teen participants’ experiences with a teen STEM café program

ABSTRACT It is important that teens are exposed to STEM education both through formal and informal learning opportunities. STEM cafés are an instance of the latter. Within an informal setting, teen science cafés can significantly enhance teens’ view of the importance of science in their lives, positively influencing teens’ understanding of science in the news and increasing their ability and confidence to use facts to support scientific points of view. Therefore, this study aimed to examine the perceived impacts of science, technology, engineering, and math (STEM) café events on teen participants (n = 68) because cafés are underutilized resources by teens despite having great potential to boost their STEM experiences. Since there is a limited body of literature on teen cafés, the findings of this study add to the small number of empirical studies that have examined the perceived impacts of teen science café programs on participants.

On the role of non-linguistic rhythm skills in the early stages of formal learning to read

The study of the factors contributing to literacy acquisition is expanding, including prosodic factors. In addition, there is evidence that the rhythmic abilities of boys and girls participate in this acquisition process, but some results are inconsistent. The first objective of this work is to determine if non-linguistic rhythmic skills contribute to the prediction of reading once vocabulary, intelligence, and phonological awareness/stress awareness are controlled for. The second objective was to examine whether phonological or stress awareness mediates the relationship between nonlinguistic rhythm and reading, as can be expected from Goswami temporal sampling theory. This study's participants are Spanish children who had started formal learning to read (first grade) and who are asked to perform some phonological, rhythm, and reading tasks. In relation to the first objective, results suggest that the predictive ability of rhythm may depend on the type of non-linguistic rhythm, and that the slower rhythm (1.5 Hz) made a unique contribution predicting word reading (real and non-real) once phonological awareness was controlled for. In relation to the second objective, results show an indirect relationship between the quicker rhythm (2 Hz) and the reading of pseudowords mediated by phonological awareness. In addition, stress awareness mediates the relationship between the slower rhythm and pseudoword reading. These results highlight the role of rhythm in learning to read.

Deploying the Affordances of Social Media

Educational scholars have highlighted how social media platforms can be powerful sites of learning and organizing for social change. Research into informal social media learning has suggested that it promotes life-wide education, offering opportunities to learn through networks of connection, co-create knowledge with others, and foster self-directed learning. Studies of social media-based activism, for instance linked to movements like Black Lives Matter and Me Too, have demonstrated that it leads to the acquisition of subject-matter expertise, development of capabilities such as organizing for change, development of capacity for self-reflection, and personal transformation such as increased belief in one’s ability to shift political systems. However, universities are yet to fully leverage the affordances of social media for learning. Many institutions offer online classes, and many individual instructors utilize social media in their teaching. Yet, university learning has not transformed to a degree that is commensurate with the radical ways in which, in our post-digital era, learning has come to be transformed in society at large. In this context, a question to be asked is why universities, those institutions charged with educating individuals for personal and societal benefit, stake such minor claims in what has emerged as an integral learning space of our era. Universities’ slowness to embrace change means they are abdicating important spaces of learning, connection, and change to private corporations like X and Facebook, which lack both the skills and motivation to promote learning in the public interest. This presentation argues for a university-owned social media platform, which would use the media’s affordances to advance a post-classroom vision of learning; classes would continue to be part of the educational experience, but they would be decentred as the primary site of learning. Further, this presentation tells of the presenter’s work in exploring the possibility of prototyping such a platform within their own university. It builds on Networked Learning (NL) scholarship, specifically expanding Lee and Bligh’s (2023) expanded design framework for transformative NL, and drawing inductively on relevant NL literature to put forward six design principles for a university owned platform. The platform would connect formal and informal learning. It also would connect learners, staff, and faculty to each other and to the community outside the university. It would be comprised of three virtual spaces, dedicated to: (1) learning and organizing for social change; (2) student-initiated community building and learning; and (3) university-led news, events, and discussion.

Minecrafters

In response to significant global events such as the COVID-19 pandemic, educational environments are undergoing a fundamental transformation towards collaborative online spaces and networked learning. Networked learning includes (a) the process of learning with and through other people and resources and (b) the environment (i.e., the internet) and platforms (i.e., YouTube, websites, social media, discussion forums) that support these connections or networks (Hodgson & McConnell, 2019). This shift in how learning is done necessitates a reevaluation of pedagogical methods to foster the development of students' global skills and competencies. These competencies, as defined by the Council of Ministers of Education Canada (CMEC), are recognized as essential for individuals to not only adapt but thrive in our current and future world. This world is characterized by unprecedented simultaneous challenges, often referred to as a 'polycrisis,' and rapid advancements in artificial intelligence (A.I.) that have the potential to reshape every aspect of human existence. Therefore, it is imperative that we delve into a deeper investigation and understanding of innovative pedagogical approaches to ensure students are adequately prepared for the evolving landscape. Collaboration is arguably one of the most important of the global skills and competencies as it underpins many of the essential skills youth need to thrive in educational and non-educational settings. More specifically, collaboration underpins the type of networked learning rising in popularity in formal and informal learning settings (Bülow & Nørgård, 2021). As a result, this exploratory research focuses on Minecraft: Education Edition (M:EE) as a tool for developing collaboration through critical making and team-based learning. Over a five-day spring-break camp, two cohorts of students (grades four to six and grades seven to eight) participated in open-ended design-based learning challenges online (in the virtual meeting platform, Google Meet, and in the virtual world, M:EE). Data analysis revealed that collaboration manifested itself in three primary modes: co-constructing knowledge, peer-teaching, and conflict management. Analysis further revealed that younger versus older students build and collaborate in the online environment very differently, which at times mirrored the 'real world' classroom. These findings have implications for designing age-appropriate online learning experiences to support collaboration in a networked environment, especially within virtual simulation and creation worlds like Minecraft.