School Education Research Articles

National STEM Education Framework: Teachers’ Perspectives on the 2015-2022 Curriculum Cycle

Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.

Associations between nutrition literacy and possible sarcopenia among older adults in Bengbu, China.

To explore the associations between nutrition literacy (NL) and possible sarcopenia in older Chinese adults. A cross-sectional study was conducted. NL was assessed using a 12-item short-form NL scale. Possible sarcopenia was identified using SARC-CALF. Logistic regression was used to calculate odds ratios (ORs) and 95% confidence intervals (CIs) for NL and the incidence of possible sarcopenia. A total of 1,338 older individuals, aged 71.41 ± 6.84 years, were enrolled in this study. After confounders were adjusted for, older adults in the upper quartile of NL were found to be 52% less likely to have possible sarcopenia than those in the lower quartile of NL (OR = 0.48, 95% CI: 0.29-0.77). The associations between NL and possible sarcopenia were present only in those who lived in rural areas (OR: 0.38, 95% CI: 0.19-0.77), had a primary school education or less (OR: 0.21, 95% CI: 0.09-0.48), had a monthly income <3,000 RMB (OR: 0.39, 95% CI: 0.22-0.70), and had chronic diseases (OR: 0.37, 95% CI: 0.22-0.63). Moreover, an interaction effect was observed between having a chronic disease and junior high school education and being in the upper quartile of NL. The prevalence of possible sarcopenia in older Chinese adults is substantial, with prevalence decreasing with increasing NL. Moreover, the association between NL and possible sarcopenia varies by residence type, education level, monthly income, and chronic disease experience. Targeted NL interventions are required to prevent and manage sarcopenia in older adults, particularly those with low socioeconomic status and chronic diseases.

Psychological difficulties and the needs for psychological services for high school students

Adolescents experience numerous changes, both psychologically and physically, and they are also the age group with a high prevalence of mental problems that need counseling help. The study aims to assess the difficulties and the needs for psychological support, factors affecting the need to use psychological services among adolescents. A cross-sectional study was conducted on 672 high school students in Thu Duc City, Vietnam. The results showed that there was a statistically significant difference between grades 10–12 in student’s difficulties (DS) and a statistically significant difference in needs for psychological services (NPS, RPS). Additionally, there was a statistically significant difference in academic performance for DS. The findings also implied that RPS was predicted by a DS, NPS, and factors affecting the need to use psychological services (FA), in which NPS and DS were mediators in the relationship between FA and RPS. The study significantly contributes to research practices and the theoretical framework that the parliament and the government use to make counselors mandatory in schools. Meanwhile, the study suggested that school counselors, educators, and teachers must appropriately evaluate students' counseling needs and psychological difficulties; this is essential to providing support and interventions when students deal with challenges promptly.

Evaluation of the quality of physiotherapy service in university of Gondar comprehensive specialized hospital, northwest Ethiopia: A mixed method evaluation.

Currently, the number of people with physical disability and impairment is increasing significantly in Ethiopia, especially in the northern part. In that regard, the Ethiopian government has been providing physical rehabilitation services to recover patients. However, due to the widespread problem of healthcare service and the increase in patients seeking physiotherapy service, the quality of the service might be compromised, and the evidence is limited. Thus, this study aimed to evaluate the quality of physiotherapy services at the University of Gondar Comprehensive Specialized Hospital, northwest Ethiopia. A single case study with concurrent mixed method research design was conducted from June 02- August 10, 2022. The evaluation used patient-centeredness, timeliness, compliance and availability dimensions with 27 indicators. A total of 415 systematically selected patients who came for physiotherapy service for exit interviews, 9 service providers and managers for key-informant interviews, and 8 patients for in-depth interviews participated in the study. Approximately 176 patient medical charts were reviewed, and direct observation of 14 patient-provider interactions was performed. Binary logistic regression analysis was computed to identify factors associated with patient-centeredness. In the final model, variables with a p value < 0.05 and adjusted odds ratio (AOR) with 95% confidence interval (CI) were used to declare statistical significance. Thematic analysis for the qualitative data using OPEN CODE version 4.03 was performed. Finally, the dimensions and overall quality of physiotherapy service were judged using predetermined criteria. The overall quality of the physiotherapy service was found to be fair or intermediate (66.5%), computed from the availability of resources 63.4%, compliance of service providers 68.6%, timelines 64.2%, and patient centeredness 73.1%. Qualitative findings also revealed that insufficient staffing and heavy workload, lack of resources, inconvenient facilities, relocation of resources in the academic division of physiotherapy department, lack of training and continuous professional development opportunities, lack management attention and institutional support and nonexistence of multidisciplinary approaches leads to significant gaps in quality service delivery. Attending primary school (AOR = 3.22, 95% CI: 1.56, 6.61), secondary (AOR = 4.24, 1.91, 9.41), and higher education (AOR = 4.79, 1.94, 11.84) and being a private employee (AOR = 0.34, 95% CI: 0.16, 0.76) were significantly associated with patient centeredness. The overall quality of physiotherapy service was deemed intermediate and needs further improvement. The required resources, such as clinical assessment tools, therapeutic exercise equipment, electrotherapy modalities and infrastructure, were not adequate. Educational level and occupation were significantly associated with patient centeredness.

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

Comparative Analysis of Medical School and Physician Assistant Education and the Use of Provisional Licenses

Comparative Analysis of Medical School and Physician Assistant Education and the Use of Provisional Licenses

Trigger warnings in medical student education: A scoping review.

Medicine is recognised as a challenging course where exposure to potentially distressing content is inevitable. Some educators provide students with warnings before they encounter potentially upsetting content-trigger warnings. In this scoping review, we mapped the existing literature seeking to better understand how trigger warnings are implemented in medical schools and how they are influencing education within them. Bibliographic databases were searched to identify relevant literature, including searching for grey literature. Articles were included if they focussed on medical school education and were written in English. Data analysis was undertaken using both quantitative and qualitative approaches (thematic analysis). Searching generated 1284 potential records for inclusion. Articles not related to the primary research question were excluded. Abstracts of the remaining 841 articles were screened, and ultimately, 12 articles met criteria for full-text review. Of these, there were three empirical research studies. Qualitative analysis identified five main themes: purpose, implementation, student distress, responsibility and problems with terminology. The use of trigger warnings within medical student education remains contentious. There is a lack of consensus as to their purpose and much diversity in how they are implemented. There was limited published empirical evidence to inform practice in this area.

Gambaran Faktor-Faktor Yang Mempengaruhi Kecemasan Pada Ibu Hamil Trimester III dalam Menghadapi Persalinan di Klinik Mitra Delima

Anxiety in pregnant women often increases in the third trimester and can have a negative impact on the mother and fetus. According to the WHO in 2019, around 30% of pregnant women in the third trimester experienced anxiety when approaching delivery. This study aims to identify factors that affect anxiety in pregnant women in the third trimester at Mitra Delima Clinic in 2024. This research method is descriptive with the Accidental Sampling approach, involving 30 pregnant women in the third trimester who experience anxiety, using a questionnaire as a data collection tool. The results showed that the majority of respondents were between 20-35 years old (83.3%), while respondents who were considered at risk (&lt;20 or &gt;35 years) were 16.7%. Most of the respondents have a high school education (46.7%), followed by junior high school (40%), and elementary school (13.3%). All respondents work as housewives. Respondents with multigravida parity were more (53.3%) compared to primigravida (46.7%). All respondents had an income below Rp. 2,089,464. The majority of respondents have a lack of knowledge (53.3%). It is recommended that pregnant women increase antenatal care visits to prepare themselves physically and mentally for childbirth

Language awareness survey among university students

In this study we examined the linguistic awareness and dialect attitudes of university students studying at the University of Nyíregyháza. It is particularly important that the future teachers have a positive attitude towards the varieties of the Hungarian language and share their knowledge with their learners in an effective way. However, the results of various research studies show that in many cases, mother tongue education in schools does not build on a multi-standard approach to language varieties, and as a consequence, non-standard varieties are perceived more negatively than standard ones. The aim of this research is to find out what the university students in the research study know about the regional variation of language, conscious language use and how they view dialect speech. The study was conducted through an online questionnaire survey involving 70 respondents. As a starting point for the research, it was assumed that the respondents’ dialect attitudes and language awareness would be determined by their experiences at school, and thus negative attitudes towards dialect speech would be observed in their value judgments. It was also assumed that respondents would be less accepting of the occurrence of dialect phenomena in their own language use and in the speech habits of others in their locality. The results showed that the majority of the students surveyed did not have a negative opinion of dialect phenomena, so the first hypothesis was not confirmed. However, the second hypothesis was partially confirmed, as far fewer respondents acknowledged the occurrence of dialect phenomena in their own language use than in the speech of the people in their locality. Overall, the majority of respondents to the survey have a positive attitude towards linguistic diversity and strive to use the language consciously. It is hoped that the students surveyed here will adopt the right approach to teaching about linguistic diversity in their teaching practice, thus positively influencing learners’ attitudes towards dialects and linguistic diversity.

Strategi Pengelolaan Aset dan Sarana Prasarana untuk Mewujudkan Sekolah Ramah Anak Berbasis Pendidikan Islam

Sekolah Ramah Anak (Child-friendly schools) place students as living subjects, so that the education process takes place in safe, clean and healthy conditions, with the guarantee that children's rights are respected and they are protected from violence. Setting up a child-friendly school requires adequate facilities and infrastructure. Educational facilities and infrastructure are school assets that must be well organized and managed to support quality education in schools. A school asset and infrastructure management strategy is needed. The purpose of this study is to explain the asset and infrastructure management strategies for the implementation of Islamic education-based child-friendly schools. This research uses qualitative research methods, namely documentary studies or literature studies conducted by reading and analyzing documentary sources in the form of journals, articles, and other documents related to the problem. Based on the research conducted, it is concluded that asset and infrastructure management strategies to realize child-friendly schools based on Islamic education include the application of sustainability principles in asset and infrastructure management, collaboration between stakeholders for effective management, and the use of technology and innovation in asset and infrastructure management.

Overweight and Obesity and Associated Factors among Adolescent Students in Public Day Secondary Schools in Machakos County, Kenya

Background: Overweight and obesity have increased significantly worldwide, placing major economic problems on health systems. This study aims to determine socio-economic characteristics, dietary practices, physical activity levels, nutrition status, predictors of overweight and obesity, and their relationships among adolescents. Methods: The study adopted a cross-sectional analytical study design. 401 adolescents were randomly selected from five secondary day schools using a proportionate-to-size sampling method. Results: Based on the findings, one third (36.3%) of the adolescents were between ages 17-18, with more girls (55.9%) than boys. The number of meals consumed per day among adolescents was 3.34±1.24. Individual dietary diversity score among adolescents was 4.21±1.61. Based on Body Mass Index (BMI), the prevalence of overweight and obesity among boys was 5.2% and 1.8%, respectively, and for girls, it was 7.3% and 3.6%, respectively. Using bioelectrical impedance analysis, the prevalence rates for males were 8.8% and 4.1%, respectively, while for females the rates were 10.1% and 5.1%. Regression analysis revealed that the most significant predictors were energy intake and physical activity, with P˂0.05 based on BMI and bioelectrical impedance analysis. Conclusion: There is a significant relationship between nutritional status and energy intake, the number of meals, dietary diversity score, and physical activity. Physical activity and dietary practices were the most important predictors of overweight and obesity among adolescents. The study recommends nutrition education and public health interventions in schools’ curricula.

Evaluation of Planning for The Completion of Nine Years of Compulsory Basic Education

This study focuses on the evaluation of the planning of 9-year compulsory basic education in East Lombok Regency, with the main objective of assessing the effectiveness of planning oriented to minimum service standards (MSS). This education planning is considered important in addressing the gap in access to education and improving the quality of basic education at the regional level. The research hypothesis is that the proper implementation of MSS in basic education planning can significantly improve access and quality of education and reduce illiteracy rates in the region. This research method combines qualitative and quantitative approaches through in-depth interviews, observations, and documentation, involving stakeholders such as education officials, school principals, and community leaders. This study found that the planning structure and products have included an in-depth analysis and appropriate budget allocation, but budget challenges and community support are aspects that need to be improved. The discussion of the research results emphasizes the importance of involving the community more actively and strengthening cross-sectoral collaboration to optimize the planning and implementation of basic education. Overall, this study makes a significant contribution to understanding the complexity of basic education planning in the region and offers recommendations for increasing the effectiveness of SPM implementation, which can play a role in improving the quality of education and reducing educational disparities in East Lombok Regency.

Strategi Pengelolaan Kelas yang Efektif dalam Meningkatkan Disiplin Belajar Siswa

Education data according to sources from Databoks states that the Indonesian population with a high school education of 15 years or more reaches 30.22%, while junior high school reaches 22.74%, and elementary school reaches 24.62%. It is very unfortunate that with a very large population, the majority of Indonesians have very little education. Of 12 countries in Asia, Indonesia's education quality is in 12th place, with Vietnam at the bottom, according to a survey conducted by the Political and Economic Risk Consultant (PERC). Data collected by the Swedish World Economic Forum in 2000 showed that Indonesia only ranked 37th out of 57 countries surveyed. In addition, an education quality survey conducted by the same organization in Indonesia shows that Indonesia is only considered a follower rather than a technology leader in 53 countries in the world. This research uses a qualitative descriptive research method by emphasizing literature study or literature study in analyzing variables that are relevant to the discussion in the research. The results of this research show that the low quality of education in Indonesia is caused by the learning process, especially in classroom management. Basically, classroom management is very important so that students can understand learning comfortably because of supportive classroom conditions. There are several strategies obtained in this research, namely planning and implementing class rules, using inclusive teaching techniques and approaches, and developing positive relationships and emotional support for students.

Relationship quality and educational attainment links to development of cardiometabolic morbidity and multimorbidity across middle adulthood.

The prevalence of cardiometabolic morbidity (e.g., high blood pressure, heart attack, stroke, type 2 diabetes) and multimorbidity development (2 or more cardiometabolic morbidities) are rapidly growing in the US. Cardiometabolic morbidity and multimorbidity are linked to poor well-being outcomes, high healthcare costs, and mortality. There is little known about cardiometabolic multimorbidity health disparities, particularly regarding mutable factors that might be targeted in future health interventions. In the present study, using a biopsychosocial framework (Biobehavioral Family Model), we examine whether cardiometabolic morbidity and multimorbidity development are linked to premorbid family and marital relationships and if it differs depending on socioeconomic status (i.e., educational attainment) using three waves of Midlife in the US (N = 4951). We assessed cardiometabolic development with three conceptualizations: number of cardiometabolic morbidities (i.e., count variable), individual cardiometabolic morbidities (i.e., diabetes, high blood pressure, stroke, heart attack), and severity of cardiometabolic multimorbidity (e.g., 3+ vs. zero morbidities). Family strain increased the number of cardiometabolic morbidities (OR = 1.17) and the severity of multimorbidity (e.g., 3+ morbidities: OR = 1.38). People with a high school education experienced family support as a buffer to the negative health impact of education level. Generally, marital quality appeared less impactful on cardiometabolic morbidity and multimorbidity development compared to family strain. Positive and negative family characteristics appear to function differently across educational attainment. These findings indicate that adults' non-intimate family relationships predict important outcomes such as diabetes, heart attack, stroke, and cardiometabolic multimorbidity and should be considered targets for preventative health interventions.

Students and Lecturers of Kaunas Polytechnic Institute in the KGB Spotlight (1951–1989)

The KGB branch at the Council of Ministers of the Lithuanian SSR paid particular attention to schools of higher education in Kaunas who were supposed to train intelligentsia loyal to the Soviet government. During the interwar period Kaunas was the temporary capital of Lithuania and the majority of schools of higher education in Kaunas stemmed from the Lithuanian University (Vytautas Magnus University) founded in 1922. Therefore, there were a number of representatives of the national intelligentsia in Kaunas who exerted a significant influence on the younger generation. During the Soviet period, the KGB monitored political sentiments, research and foreign relations of lecturers and students of all schools of higher education, including Kaunas Polytechnic Institute (KPI). The KGB carried out the surveillance using a network of trusted people and agents and was assisted in this by functionaries of the Communist Party and the All-Union Leninist Young Communist League (Komsomol). In 1951–1973, the KGB in Lithuania disclosed the underground organisations in which KPI students and teachers were involved. In order to identify anti-Soviet organisations, the KGB agents used provocateurs and later – listening devices. Seeking to “re-educate” KPI students and teachers who were involved in anti-Soviet organisations, the KGB applied typical methods: arrest, courts, detention and forced labour in Soviet labour camps. “Less serious crimes” of students, such as singing of anti-Soviet songs, belonging to a religious group or asking inappropriate questions at ideological sciences lectures, were punished with preventive conversations, public discussions of their behaviour, reprimands, removal from the Komsomol, and expulsion from the Institute. Although the functionaries of the KGB and the Communist Party applied measures aimed at suppressing national consciousness and statehood aspirations and ideological censorship, there were frequent manifestations of dissatisfaction with the Soviet occupation at KPI and some students and lecturers continued to participate in the anti-Soviet resistance. In order to protect young people from the negative influence, the KGB sought to prevent the former deportees or prisoners from studying and working at the schools of higher education. Prof. Kazimieras Baršauskas, Rector of KPI, disobeyed prohibitions by KGB leaders, and the Institute had a number of students who were former deportees and political prisoners. The KGB sought to expand its network of agents at KPI, but their reports indicate that there were too few agents. The KGB tried to use some KPI lecturers who travelled abroad for their sabbatical as their agents at the institute and for technical espionage abroad. In order to control research work related to military orders and trips abroad, the 1st Unit and the Foreign Relations Unit were set up at the institute; these were actually led by KGB officers. The KGB monitored whether the enemies from the capitalist countries were interested in what was developed at KPI laboratories or in researchers who wrote dissertations on the so-called classified topics. In the 1980s, the KGB mainly focused on the KPI Scientific Centre Vibrotechnika, the Ultrasound Laboratory, and faculties of Automation, Radio Electronics, Computer Technology and Mechanical Engineering, the Nemunas song and dance ensemble, tourist society and the society for regional studies.

IMPLEMENTASI METODE DHARMA CARITA PADA MATA PELAJARAN PENDIDIKAN AGAMA HINDU DI SEKOLAH DASAR

Learning Hindu Religious Education at the elementary school level presents its own challenges compared to learning at the secondary school level. Differences in student characteristics, especially in terms of cognitive, affective, and psychomotor development, require teachers to use learning methods that suit the needs and abilities of students. One method that is considered relevant is the Dharma Carita method, which is based on Dharma Carita that contain moral and spiritual values. This study aims to exploratively analyze the use of the Dharma Carita method in an effort to improve the quality of Hindu Religious Education learning in elementary schools. The method used in this research is a literature study or literature review, which involves a critical review of the academic literature relevant to the topic. The study reviewed existing ideas, findings and knowledge related to the implementation of the Dharma Carita method in the context of religious education in primary schools. The results show that the Dharma Carita method has great potential in shaping students' character and spirituality. Through Dharma Carita , students can learn about important moral values, such as truth, honesty and responsibility. This method is considered effective in conveying moral messages in an interesting and easy-to-understand manner for elementary school students, thus making it the right choice to be used in the classroom.

Sovietisation of Schools in the autum in 1940: ideological constraints from teachers, bolshevis indoctrination,compain of eadult education, selebration of boshevik a coup d'état in in Schools of Šakiai County; (1)

The subject of the article is the phenomena and facts of the Sovietisation of general education schools in the first months of 1940–1941, which are still largely unreported in the historiography. The peak of the aggressive indoctrination of teachers, pupils and other people more or less connected with educational institutions with primitive Bolshevik ideas was reached during the celebrations of the 23rd anniversary of the Great October Socialist Revolution of 1917 on 6–8 November 1940. The article is mainly based on the files of the Lithuanian Central State Archives (LCSA), which have hardly been used in the historiography, as well as on the materials of the Lithuanian Special Archives (LSA), and on other archival, historiographical and the author’s personal sources.

Early Career Researchers advocate for raising the profile of bryophyte ecological research

Bryophyte research is severely underrepresented compared to vascular plant research, even though we know that bryophytes are crucial components of ecosystems and contribute significantly to ecosystem functions and processes, and thus to ecosystem services. This underrepresentation creates many hurdles and barriers that Early Career Researchers (ECRs) must first overcome to establish in this field, which significantly hinders research now and in the future. Therefore, this work deals with the future of bryophyte research, and bryophyte ecology in particular, which is reflected in the perspectives of ECRs in this scientific field. By listing the many barriers that bryophyte researchers and especially ECRs face, including underrepresentation, funding and publishing, but also possible solutions, we want to raise awareness for and advocate to raise the profile of bryophyte research. We here identify multiple barriers that bryophyte-focused ECRs face and what is needed to overcome them. We address different structural and institutional levels, ranging from early education in schools to academia, funding and publishing. Raising the profile of bryophyte research works on many different levels simultaneously. To improve the prospects of bryophytes and thus increase scientific interest in, and ultimately understanding of, this important group of plants, we need to raise awareness now.

Willingness-to-taste in UK children aged 4-7 years was driven by contextual facilitation, not intervention, in a randomized controlled trial of sensory food education

Many children would benefit from a diet richer in vegetables and fruit. Reluctance to taste new foods is widely recognised as a barrier to healthy dietary variety in children. ‘Flavour School’ is a programme of ‘sensory food education’, aiming to increase children’s confidence and curiosity in exploring foods and flavours, especially vegetables and fruit. We report a pre-registered, cluster-randomised controlled trial to assess the outcomes of the Flavour School programme, in n=160 children aged 4-7 years from 5 UK schools in London and Leeds. Children either received the Flavour School programme (experimental group n=84) or no intervention (control group n=76), in a two-level design with children clustered within school classes. Data collection consisted of video recorded behavioural observation during a tasting activity designed to resemble a Flavour School activity, conducted before and after the intervention. Linear regression models were used to fit relationships between independent variables and outcomes; Willingness-to-taste, Enjoyment (positive/negative facial expression), and Expressiveness (change in facial expression). Most children engaged readily in the tasting activity at baseline. At follow-up children engaged with the tasting activity even more readily (on average biting one more food sample), with no significant effect of the intervention. We interpret these findings to indicate that intra-individual tasting behavior in children is context-dependent. Our results suggest that the context of sensory food education activities facilitates openness to tasting across the normal range of individual traits. However, we find no evidence that receiving sensory food education makes a reluctant taster into a less reluctant taster; no ‘curative’ effect of the intervention was observed. Rather, even usually fussy/reluctant children were often willing to have a go at tasting in the conducive context of an exploratory activity. Trial registrationISRCTN: 40249947 Date assigned 17/03/2020 Last edited 24/10/2022 Version 1.2 Trial Acronym OASES (Outcomes Assessment of Sensory Education in Schools)

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.