Form Of Set Research Articles

Learner Participation in Science Learning: Creating a Humanized Science Classroom

As science learners, learners can learn science from their enriched cultural life world. However, the disempowering forces embedded in science pedagogical practices demotivate the learners to participate in the active science learning process. In this context, this research addresses the question: How have I explored learner participation in science learning to create a humanized science classroom? I applied auto ethnography as a research method and inquiry to portray the critical reflexive narratives I experienced in my science learning journey. The research shows that the learners’ participation in science learning is in/directly influenced by the in/formal modes of science learning. The rigorous and unjust formal schooling cultures demotivate the learners to participate in science learning autonomously. The science teachers must know the learners’ lived experiences and cultural worlds by creating a dialogic space between teachers and students. It can also support modifying and cultivating their internal selves through individual and collective participation. Therefore, the research also offers to know and value the learners’ creativity and acknowledge the learners’ learning experiences beyond the formal academic settings. Furthermore, science teachers need to view the learners through humanized lenses to motivate learners for their autonomous participation in science learning. It possibly counteracts the rigorous schooling cultures that emphasize the directed participation of learners and transform their dogmatic identities.

Acoustic correlates of perceived personality from Korean utterances in a formal communicative setting.

The aim of the present study was to find acoustic correlates of perceived personality from the speech produced in a formal communicative setting-that of Korean customer service employees in particular. This work extended previous research on voice personality impressions to a different sociocultural and linguistic context in which speakers are expected to speak politely in a formal register. To use naturally produced speech rather than read speech, we devised a new method that successfully elicited spontaneous speech from speakers who were role-playing as customer service employees, while controlling for the words and sentence structures they used. We then examined a wide range of acoustic properties in the utterances, including voice quality and global acoustic and segmental properties using Principal Component Analysis. Subjects of the personality rating task listened to the utterances and rated perceived personality in terms of the Big-Five personality traits. While replicating some previous findings, we discovered several acoustic variables that exclusively accounted for the personality judgments of female speakers; a more modal voice quality increased perceived conscientiousness and neuroticism, and less dispersed formants reflecting a larger body size increased the perceived levels of extraversion and openness. These biases in personality perception likely reflect gender and occupation-related stereotypes that exist in South Korea. Our findings can also serve as a basis for developing and evaluating synthetic speech for Voice Assistant applications in future studies.

Self-determination in EMI education. A study of university students’ motivation in Vietnam

This research paper investigates the dynamics of student motivation within the framework of Self-Determination Theory (SDT; Ryan & Deci, 2017), a robust psychological theory encompassing six mini-theories. It scrutinizes the interplay between individual learners and their educational environment, and their collective role in shaping motivation within formal education settings. The study focuses on discerning the motivating factors behind the enrollment of Vietnamese EMI students in a prominent public university located in Southern Vietnam, and the elements that impact the evolution of their motivation over time. Data collected from 339 students through open-ended surveys provide insights into how student motivation fluctuates throughout the EMI program, identifying key reasons that instigate these changes. Findings suggest that students' motivation is primarily driven by intrinsic goals and the psychological need for competence and connection. Although these students exhibit a strong autonomous orientation, the study underscores the potential of academic stressors to diminish their motivation at times.

Attitudes toward the integration of nutritional assessment and counseling in the framework of physical therapy: a cross-sectional survey

BackgroundAs the field of physical therapy increasingly acknowledges the integral role of nutritional assessment and counseling, revisiting this subject is essential due to limited updated information regarding this topic. Furthermore, it is crucial to investigate the factors that may influence physical therapists’ attitudes toward integrating nutritional assessment and counseling into their physical therapy practice. The study’s primary aim was to explore the attitudes of registered physical therapists in Israel toward incorporating nutritional assessment and counseling into their clinical practice. We also explored the relation between personal and professional characteristics of physical therapists and their attitudes.MethodsAn anonymous nationwide online self-report survey was conducted. It included three sections: personal and professional background characteristics, self-reported level of nutritional knowledge and sources of nutritional knowledge, and attitudes toward incorporating nutritional assessment and counseling into practice. Descriptive statistics were calculated for all outcome measures. The total score of the attitude statements was compared between different groups of participants. Multiple linear regression analysis was used to predict positive attitudes.ResultsThe study included 409 physical therapists. The attitude score was 19.78 (2.53) of 25, indicating a positive attitude. A majority (67%) reported that they did not acquire knowledge regarding nutrition during their entry-level studies or in other formal settings (63%). The three primary sources of nutritional information for the participants reported were the Internet (87.0%), registered dietitian (70.0%), and professional, scientific journals (36.0%). Prior knowledge acquired during entry-level physical therapist studies and clinical experience of ≥ 13 years significantly predicted positive attitudes (β = 0.17, β = −0.13, respectively).ConclusionRegistered physical therapists held a positive attitude toward incorporating nutritional assessment and counseling into their clinical practice. Two background professional characteristics were predictors of positive attitudes. Accordingly, there is need to appropriate formal education regarding nutritional issues. Further studies are required to explore the actual integration of nutrition into the physical therapy framework.

Training community engaged climate adaptation leaders using multiple case study analysis: insights from cognitive learning sciences

Training community engaged climate adaptation leaders requires developing learners' thinking skills so they can flexibly approach adaptation planning and problem solving in novel socio-ecological contexts. In this text, we describe how multiple case study analysis helps adult learners in both formal and community education settings develop the thinking skills necessary for adaptation work, including analogical reasoning and knowledge transfer; and we illustrate how to organize multiple case analysis on shared critical competencies aligned to community needs. The article concludes with a discussion of three instructional best practices for employing multiple case analysis in educational settings and a discussion of how this educational approach can guide training programs and funding priorities.

The educational experience of young people in residential care through the lens of learning careers

AbstractTo complement previous research investigating the educational attainment of young people in out‐of‐home care reporting lower educational outcomes and risk factors, a more comprehensive approach is necessary. Our objective with this article is to better understand the learning careers of young people in residential care. That includes documenting their experience and the meaning they attribute to learning in formal settings over time and identifying critical turning points in each young person's learning career. Based on an interpretative paradigm, we conducted a qualitative study using biographical interviews with young people aged 14–18 in residential care in Quebec, Canada. We first demonstrate that the learning careers of young people in residential care are unique and non‐linear. Second, by studying turning points, we highlight the critical role that institutions, teachers and youth workers can play in fostering a positive or negative learning career. Finally, we noted learners’ different responses to these circumstances and differences in learners’ perception of their measured performance and their influence on their engagement with formal learning. We discuss why considering young people as the main actors and producers of meaning regarding their educational experience and learning careers appears necessary.

Harnessing lived experience in a community-based intervention to address gambling-related harms

Abstract Background Lived experience of people directly or indirectly affected by public health issues can provide unique insights into how to improve interventions. Increasing availability of gambling necessitates involving communities in efforts to reduce gambling-related harms. This presentation reports qualitative exploratory research into the value of lived experience across a city-region gambling harm reduction initiative in the UK. Methods Focus groups and interviews were used to explore the practical application of lived experience with participants: advisory panel members, external stakeholders, community project staff, and public health professionals. Collaborative data analysis combined the framework method with theme development inductively (from participants’ accounts) and deductively (from academic and grey literature). Results Four themes were identified: (1) lived experience spans formal and informal settings with different activities and personal impacts; (2) organic and structured pathways to lived experience involvement coexist; (3) the emotional work of people affected by gambling-related harms ranges from frustration at policy inertia to deeper understanding of their own recovery journey; and (4) lived experience encompasses diverse experiential knowledges. Conclusions Involving lived experience in this intervention increased participants’ awareness of the harmful role of the gambling industry and critical reflection on the representativeness of lived experience. Harnessing lived experience at a regional level requires multi-setting support free from stigma and industry influence to ensure the sustained vitality of a diverse lived experience community specialised in gambling-related harms and equipped to navigate conflicting emotions and a challenging policy environment. Key messages • Increasing availability of gambling necessitates involving communities in efforts to reduce gambling-related harms. • The use of lived experience in gambling-related harms prevention efforts and research can inform intervention development.

Sowing the Seeds of Commons in Education: Three Case Studies from the Horizon Project 2020 SMOOTH

This paper explores how educational commons, in which education and learning are shaped by the members of the educational community in terms of equality, freedom, and creative participation, contribute to addressing inequalities, empowering democracy, and enhancing inclusion. The discussion focuses on the crucial debate around public formal education and the potential for radical democratisation it offers through three case studies carried out in formal and non-formal educational settings in Thessaloniki, Greece. The research was conducted in three different types of education centres: a public kindergarten, a self-organised autonomous libertarian educational community, and an after-school programme of a primary school where Workshops for Nurturing and Developing Environmental Resilience (WONDER) were implemented by the environmental organisation Mamagea. Through patterns of commoning practices, like peer governance, co-creation of knowledge, and peer learning, the case studies aimed to establish the prerequisites for the co-creation of a community that offers pupils and students, teachers, and educators the chance for self-formation and equal participation. The article makes the case that educational hierarchies and governance models can be reconfigured in order to incorporate the democratic values of solidarity, equality, self-organisation, and self-formation even in structures that are still tailored to formal schooling. The article argues that educational commons can make a decisive contribution to tackling inequalities, and the commons logic can grow effectively in school education under specific conditions. The pedagogical practice is shifted in educational commons in ways that balance out contemporary enclosures based on several inequalities.

Informal Social-Emotional Learning in Gaming Affinity Spaces: Evidence From a Reddit Discussion Thread on Elden Ring

Background Over the past few years, there has been extensive discussion and research on social-emotional learning (SEL) in formal educational settings. However, there is limited research on SEL in informal learning contexts, including online sites such as gaming affinity spaces. Aim This qualitative study aimed to investigate the social-emotional competencies demonstrated by players in a Reddit discussion board focused on Elden Ring, a video game known for its challenging difficulty. Methods The study utilized theoretical qualitative thematic analysis on a focal thread at r/Eldenring. The thread had been upvoted over 18,000 times, included 2,363 comments encompassing 116,911 words, and had 997,765 readers when we extracted it for data analysis. Inductive codes were identified and grouped under preconceived themes based on the conceptual framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), which comprises five components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Findings The analysis revealed promising social-emotional competencies demonstrated by players across all five components of the CASEL framework. Players exhibited self-awareness by reflecting on their emotions and self-management by regulating their frustration and persevering through challenges. Social awareness was displayed by showing empathy and encouragement towards others, relationship skills by offering support and advice to fellow players, and responsible decision-making by analyzing situations, solving problems, and reflecting on gameplay experiences. Conclusion This study highlights the potential for informal SEL in gaming affinity spaces, as evidenced by players exhibiting social-emotional competencies during a Reddit discussion thread on Elden Ring. Future research should examine, among other aspects, the learning processes that facilitate the acquisition of social-emotional competencies in gaming affinity spaces and other informal learning environments, both online and offline. Additionally, special attention should be paid to the unique features of online platforms (like Reddit’s upvoting/downvoting) and their influence on users’ interactions and SEL.

Participatory teacher-child interaction in advancing teaching coding and robotics in pre-primary education

Teacher-child interaction (TCI) and children’s participation has been propounded as a factor in enhancing children’s learning in formal learning settings, especially in pre-primary education. Consequently, learning basic skills in coding and robotics at an early age is necessary for constructing a knowledge base applicable in later studies. In the current study, TCI and children’s participation is seen advancing young learners’ (children of six years old) technology education. The theoretical framework applied in this study is the participatory teacher-child interaction model which is based on earlier research. The model consists of three domains: emotional support, classroom organisation, and participatory instructional support. These domains are further divided into specific dimensions. The focus of the study is to recognise which domains and dimensions of TCI are recognised in teaching coding and robotics. Secondarily, the study focuses on which characteristics of participatory teacher-child interaction are implemented when teaching coding and robotics. The qualitative video data were collected from six pre-primary education groups. Participants in the data (N=84) included 10 pre-primary education teachers and 74 young learners. Data were analysed with the content analysis. The results indicate classroom management as the main domain in TCI. The results also show that within classroom organisation, the dimensions of dealing with disruption and clarity of the programme of action are emphasised the most by teachers. As a result, putting effort into classroom organisation decreases participatory TCI in teaching coding and robotics. On the contrary, the teachers who support participatory TCI place more emphasis on emotional support and participatory instructional support, and act as more competent in teaching coding and robotics. Further research is needed to increase participatory TCI when teaching coding and robotics and to further add value to technology education.

RISING Strong: Sustainability through Art, Science, and Collective Community Action

The objective of this research is to offer a qualitative analysis of adult STEAM (science, technology, engineering, the arts and mathematics) learning in a community setting, with a focus on sustainability and climate action. To date, much research on STEAM learning has been directed towards youth and children in formal educational settings. Our qualitative study involving semi-structured interviews with community participants, artists, and scientists over the course of a six-month initiative in Ireland allowed us to develop a rich picture of a multi-faceted STEAM project that held space for both a social change agenda and a learning agenda. In our findings, we identified several contributing factors to transformative learning and changed feelings about climate change, including pride of place, the development of strong interpersonal relationships, and an emerging sense of collective agency through a shared emotional and affective journey. To design for meaningful, community-level climate action, we argue that learning may be supported in, with and through STEAM. Our study also showcases the value of the arts and aesthetic experiences to embrace dissensus when tackling a complex issue like climate change through STEAM education.

Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers

Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological advances, we transfer the concept of chatbots to formal educational settings to support not only a single task but a full lecture period. Grounded on an expert workshop and prior research, we design a natural language-based digital tutor acting as an intermediary among students, teaching assistants, and lecturers. The aim of the digital tutor is to support learners automated during the lecture period in natural language-based chat conversations. We implement a digital tutor in an iterative design process and evaluate it extensively in a large-scale field setting. The results demonstrate the applicability and beneficial support of introducing digital tutors as intermediaries in formal education. Our study proposes the concept of using digital tutors as intermediaries and documents the development and underlying principles.

Children’s voices: Inclusive early childhood placemaking with children

Young children in many parts of the world are spending more time in formal education and care settings. As children have the right to be heard on matters that affect them, their views about the early childhood environments they inhabit, need to be included in the process of placemaking. Early childhood environments have the potential to shape a child’s identity, sense of belonging and inclusion. This research sought children’s ideas about their early childhood setting, with the view to informing the design of a new inclusive centre. Researching with children aged three-to-five, from a low socio-economic ethnically diverse suburb, multi-modal data were generated in three phases: child-led photo-taking tours; photo elicited interviews; and interview elicited drawing. Findings showed a preference for the outdoors, along with places for hiding, safety, cleanliness and authentic rather than ‘fake’ resources.

Setting the stage: Fairness behavior in virtual reality dictator games

By utilizing an experimental approach, we investigate how interactional effects and different virtual environment settings (e.g. office, surreal and control group) change human behavior. For this purpose, we conduct a series of 101 double-blind dictator games in both a physical and two differing virtual settings. Our results provide evidence that virtual environments are playing an important role in shaping the economic behavior of our participants. We show that virtually mediated interactions between two participants within a formal virtual office setting lead to less equal sharing compared to our control group. Equal sharing is more common in surreal virtual environments. Thereby, we find evidence for the workings of either anchoring or framing effects. Our results are particularly relevant as negotiations and meetings can be expected increasingly to take place via VR.

A Framework for Examining the Relationship and Classifying Instructional Strategies, Methods, and Techniques

Globally, educators and researchers use different terms to describe instructors’ approaches when presenting instructional material in formal and informal settings. Terms commonly used to describe instructional approaches include teaching/instructional strategy, teaching/instructional method, and teaching/instructional technique. Although practicing educators and researchers use these words interchangeably, they have different meanings, leading to confusion regarding the relationship between these approaches and their proper usage when describing instructional practices. The research-to-practice gap in all fields exacerbates the issue, as practitioners and researchers may use different terms. As a result, there is a need for consistency in the terms used to describe instructional approaches across all fields and a shared understanding of the correct meaning of the terms and the relation between the terms. Practitioners and researchers need a resource that includes the correct terms and provides information on instructional approaches for classroom application and research purposes. This paper presents a framework consisting of the definitions, the relationship, and the taxonomy for the terms: instructional strategies, methods, and techniques. This framework can help educators and researchers locate information about instructional approaches for classroom application and can serve as a catalog presenting the most common instructional strategies, instructional methods, and instructional techniques used in formal instruction.

Integration of an App-Based Cognitive Evaluation Program into Radiosurgery Practice: Outcomes and Patient Survey Analysis from a Prospective Observational Study.

Cognitive decline is a significant consequence of stereotactic radiosurgery (SRS) in patients with brain metastases. This is often underrecognized and understudied outside of a formal clinical trial setting as traditional methods are often logistically difficult and need specialized personnel and additional time. To address these challenges, we implemented a prospective study (NCT05504681), incorporating an innovative app-based solution to monitor patient assessments over time, collect patient data easily, and be suitable for cross-cultural use in multiple languages for monitoring post-SRS cognitive decline. Patients undergoing SRS from December 2021 to October 2022 were enrolled in this study and completed feedback surveys. The assessments consisted of learning and memory (Hopkins verbal learning test-revised [HVLT-R]), attention and processing speed (Digit symbols modalities test [SDMT]), verbal fluency (Controlled oral word association test [COWAT]) and executive function (Trail making test [TMT]). Baseline and 3-month follow-up testing were conducted in conjunction with routine imaging and clinical assessments. Neurocognitive deterioration (ND) was defined as a decrease of ≥2 standard errors of the mean in any of the tests, without evidence of new intracranial disease. Any differences between the baseline and follow-up assessments were confirmed using the reliable change index. A total of 30 patients with median age of 68 (range: 47-87) were enrolled. The median KPS was 90 and 60% were female. 43% of participants had a high school or equivalent level of education. 19 (63%) patients were Hispanic and 43% tested in Spanish. The median number of treated lesions was 2 (1-13) and 7 (23%) patients were treated to ≥5 lesions. The median mean left and right hippocampal doses were 0.3 Gy (0-3 Gy) and 0.2 Gy (0-5.2 Gy), respectively. Overall, 50% of patients met criteria for ND at 3 months. 20% of patients showed ND in HVLT-R-immediate recall (IMM), 23% in HVLT-R-delayed recall (DR), 13% in HVLT-R-recognition (Rec), 3% in COWAT and 20% in TMT. None of the patients had ND in SDMT. The mean relative decline was 28% for HVLT-R- IMM, 34% for HVLT-R-DR, 6% for HVLT-R- Rec, 25% for COWAT, and 21% for TMT. There was no significant association between the number of treated lesions and ND. Based on the feedback results, the majority of patients found the system easy to use (94%) and relevant to their care (73%). Most patients reported that app-based evaluation improved discussions with clinicians (77%), made them feel more in control of their care (79%), and they would recommend the system to other patients (87%). Our study showed a high incidence of ND using an app-based tool in a patient who underwent SRS and from diverse education and language backgrounds. Patient survey results demonstrated that the tool was easy to use and relevant to the patient's care, especially due to improvements in discussions with clinicians and a sense of being in control of their own care.

Trend of Collaboration in STEM Education in Informal Learning Institutions Based on IMLS‐funded Projects

ABSTRACTThere is limited systematic research on understanding the trends of STEM education in libraries. While reviews of STEM education from various funding agencies exist, these reviews encompass STEM education across formal and informal settings, which may not provide specific implications that center around libraries. This paper examines the trend of collaboration among libraries and other collaborating organizations involved in STEM education funded by the Institute of Museum and Library Services (IMLS). Through content analysis and geocode analysis of 128 projects that are funded by IMLS in 2012–2022, this study shows the diverse engagement of different types of informal learning institutions in STEM education over time. Findings also demonstrate that while few informal learning institutions represented the leading and collaborating organizations in IMLS STEM education initially, leading and collaborating organizations diversified with a higher level of collaboration.

The Cultural Transmission of Traditional Ecological Knowledge in Cerekang, South Sulawesi, Indonesia

This article explores how traditional ecological knowledge in Cerekang, South Sulawesi, Indonesia, is culturally transmitted as a strategy for cultural survival amidst internal and external challenges such as social, ecological, and political changes. Traditional ecological knowledge of the Cerekang people lies from mythological construction of the La Galigo epic, which contain beliefs, collection of instructions, and rules on conservation and preservation of sacred forest and non-sacred forest. This knowledge are culturally transmitted through oral stories, rituals, daily life, and customary organization. Generally, the transmission takes place vertically, horizontally, and obliquely. The traditional, linear-vertical mode of transmission, which tends to be closed, is the most dominant pattern of cultural transmission among the Cerekang people. This study also finds out another pattern of transmission beyond the framework given, which we call as conformist transformation. However, this cultural transmission is not without bias as the transmitted messages are generic and incomplete. Therefore, a contextual education in both formal and informal settings as another mode of cultural transmission is suggested to respond to current social, political, and environmental changes in Cerekang. In order to sustain the Cerekang’s TEK, the local government policy-maker should further facilitate indigenous activities by supporting capacity building in non-formal setting and signing a decree to include TEK in formal education.

Address terms by Singapore Chinese in a multilingual context

Address terms in the Chinese context have been examined by many researchers. This paper examines address terms used by ethnic Chinese people in the multilingual context of Singapore. This study uses a sociopragmatic approach to gain a broader understanding of how the ethnic Chinese population in Singapore chooses between different languages and terms of address in different settings. It seeks to understand the underlying factors that affect one’s decision given the complex linguistic environment. The findings show that there is a diglossia situation in Singapore – a distinction between formal and informal settings (Keshavarz, 2001). In formal settings, only English and Mandarin are used, while southern Chinese dialects are used in informal settings such as with family, friends or in coffee shops. Other factors that affect terms of address include Confucian ethics of showing respect for one’s elders and people of higher positions and status as seen in Gu (1990), and in gaining favour with addressees such as sellers appealing to their customers (Liu, 2009).

Historical content-based history learning resources: Between conventional and modern continuum lines

In the field of history education, there are still educators who rely primarily on themselves as the main source of knowledge. However, history learning resources are diverse and encompass a wide range of materials based on historical content, which can be utilized based on the teacher’s creativity. This study aims at identifying and evaluating the use historical content-based history learning resources, both in theory and in practical implementation. To achieve this, a literature review was conducted, involving the collection of data from books, journals, notes, research reports, and internet sources. The process involved identification, conceptualization, and interpretation of the gathered information. The analysis reveals that historical content-based history learning resources exist on a continuum between conventional and modern sources. Rather than being mutually exclusive, these sources can complement each other. The discussion incorporates Edgar Dale's Cone of Experiences theory and examines benchmarks such as national archives and museums, as well as the History Education Doctoral Study Program of Faculty of Social Sciences Education (FPIPS) of Universitas Pendidikan Indonesia (UPI). In conclusion, historical content-based history learning resources offer an alternative approach that provides valuable insights to history educators beyond the confines of formal classroom settings. Educators can utilize both newly designed history learning resources and existing resources tailored to their specific needs and learning objectives.