Educational Point Of View Research Articles

Development and maturation of school principals’ viewpoint of physical education's value to the academic mission

School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.

Towards a Safe School Climate": the Knowledge and Attitudes of Teachers towards Bullying and Bullying Prevention

Bullying is an escalating worldwide problem that can manifest in any educational institution. Bullying can be defined as a repetitive and deliberate act of causing harm within a personal relationship characterized by an unequal distribution of power. The study aims to assess Arabic teachers' perspectives on bullying and their comprehension of its diverse manifestations and consequences. The research was carried out in Hail City, specifically in primary schools, with the participation of 51 Arabic teachers. Using questionnaires to measure attitude and knowledge along with demographic information, the researcher determined 5 main hypotheses assuming that attitude and knowledge of bullying will be correlated, teachers' experience will affect their knowledge and attitude, gender will affect attitude and finally, teachers' attitude is significantly predicted by teacher's knowledge, experience, and educational level. The current study examined the relationship between understanding bullying and attitudes towards it. Moreover, the study unveiled that female educators demonstrate more positive attitudes towards bullying. Furthermore, there is a notable correlation between the level of experience among teachers and the positivity of their attitudes, indicating that greater experience is associated with more favorable attitudes. No discernible influence was detected for any other variables on either the level of awareness regarding bullying or the attitude toward it. The viewpoints of educators toward bullying and their degree of comprehension have a substantial influence on the welfare of both individuals who engage in bullying and those who are targeted by it. To rectify misunderstandings regarding bullying and foster a more thorough comprehension inside educational institutions in Saudi Arabia, it is crucial to execute multiple interventions.

Exploring the Role of Statistical Analysis in Criminology from an Educational Point of View

This article examines the role of statistical analysis in criminology, thoroughly investigating its diverse influence and uses. The introduction provides a comprehensive analysis of the convergence of statistics and criminology, highlighting the significance of statistical methodologies in comprehending and mitigating criminal conduct and augmenting the efficacy of the criminal justice system via statistical techniques. The following section examines statistical analysis's impact on comprehending crime trends, facilitating policy development, and constructing effective crime prevention tactics. Real-world case studies show statistical analysis's practical use and beneficial effects in criminological practice. Notwithstanding the many benefits, it is indispensable to acknowledge and examine the possible obstacles and constraints associated with using statistical analysis in criminology. These include but are not limited to difficulties about data quality, ethical considerations, and resource constraints. Considering the abovementioned factors, we propose prospective resolutions and alternative measures to address these obstacles effectively. In anticipation of forthcoming developments, we draw attention to emerging patterns and advancements in the field, including big data analytics, machine learning, and artificial intelligence, which have the potential to augment the capabilities and efficacy of statistical analysis within the realm of criminology. The conclusion effectively integrates the main topics examined, affirming the crucial significance of statistical analysis in the progression of criminological research, policy formulation, and practical implementation. Furthermore, it highlights the contribution of statistical analysis towards establishing safer communities and a fairer criminal justice system.

Closure property and cognitive biases

In this note, we discuss two specific cognitive biases towards closure property as a learning obstacle in school mathematics in the context of number sets. These biases are related to rational and irrational numbers, two important and challenging issues from an educational point of view. The first bias concerns incorrect application of rules and properties of closure property in rational numbers to irrational numbers, and the second deals with the improper generalisation of the closure property in finite states to infinite states. These biases indicate the importance of teaching and learning the closure property.

Placental and umbilical cord anomalies detected by ultrasound as clinical risk factors of adverse perinatal outcome: Case series review of selected conditions. Part 1: Placental abnormalities.

The aim of this extended review of multicenter case series is to describe the prenatal ultrasound features and pathogenetic mechanisms underlying placental and umbilical cord anomalies and their relationship with adverse perinatal outcome. From an educational point of view, the case series has been divided in three parts; Part 1 is dedicated to placental abnormalities. Multicenter case series of women undergoing routine and extended prenatal ultrasound and perinatal obstetric care. Prenatal ultrasound findings, perinatal care, and pathology documentation in cases of placental pathology are presented. Our case series review and that of the medical literature confirms the ethiopathogenetic role and involvement of placenta abnormalities in a wide variety of obstetrics diseases that may jeopardize the fetal well-being. Some of these specific pathologies are strongly associated with a high risk of poor perinatal outcome.

EVALUATING EDUCATORS' PERSPECTIVES ON NEP 2020

The National Education Policy (NEP) 2020 aims to bring about comprehensive changes in the education system in India to meet the evolving needs of the 21st century. The study undertaken here aims to explore the viewpoint of educators teaching at school and college level regarding the National Education Policy. The research identifies key themes emerging from teacher perceptions, including willingness to change, professional development requirements, administration requirements, benefits of NEP and the role of technology in the classroom. The data for the study is collected from 200 educators in Ahmedabad through Google Forms using two stage sampling method. Analysis of the collected data is done using SPSS. Other techniques like Factor analysis, Sentiment analysis and chi-square tests are also used to test the hypothesis. The findings of the study depict that the educators show a positive attitude and readiness to adapt to the NEP, but significant challenges must be addressed for effective implementation. Key steps include boosting awareness, enhancing preparedness, facilitating training and professional development, tackling institutional and student-related issues, and leveraging recognized benefits. Ensuring these measures will facilitate successful NEP adoption and impact in education.

The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century.

The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.

Introduction of Space Science in Higher Education: Space Science in BSc Engineering

Space science is a fascinating and powerful field in which our country has now become an important part. From an educational point of view, several universities now offer some kind of specialised training in space science, and there are already master's degrees in space engineering. Under the UniSpace programme, 17 Hungarian universities are cooperating to offer advanced training in space science at four universities. However, at bachelor's level, a prospective engineer is unlikely to encounter a subject related to space science outside of basic physics, or it may only be offered in a few specialised programs. Future professionals should be introduced to this discipline as soon as possible. This is why universities should consider offering undergraduate-level space science courses, to better prepare students interested in pursuing careers in this field. The Széchenyi István University of Győr has already taken several steps to promote space technologies, including the SZESAT student group, where students can work on space telecommunications, the Mobilis summer children's camps, where SZESAT gives lectures on the topic every year, and the University of Győr is also a member of the UniSpace Hungary consortium. The study seeks to answer two questions: first, how interested students are in a similar subject that introduces them to space science and the basic space technology opportunities. The second is what majors are interested in the new subject, and which segments of the discipline might be the most interesting to them. In addition to the two main orientations, another important consideration is how students might integrate it into their studies and what prior learning would be required to start such a new subject.

Intelligent Agents at School—Child–Robot Interactions as an Educational Path

The pervasiveness of technologies leads us to talk about a code society. From an educational point of view, coding, computational thinking, and educational robotics are an open possibility. Nevertheless, new elements such as artificial intelligence are rapidly changing educational technology perspectives. In this work, we will analyze school policies and theoretical bases in order to understand if, and under what kind of, condition coding, computational thinking, and educational robotics still represent the qualifying elements of a framework for digital literacy and digital citizenship.

Incorporating Computational Thinking into Education: From Teacher Training to Student Mastery

The concept of computational thinking originated in the 1950s and 1960s as “algorithmic thinking” (Denning, 2009), which involves using a systematic and precise sequence of steps to solve problems, potentially using computers to automate the process. Today, 'computational thinking' is defined as is a solving problem process that involves formulating problems and solutions in a way that can be represented and solved through a series of computational steps, designing systems and understanding human behaviour, based on fundamental computer concepts. It includes processes such as abstraction and decomposition when dealing with complex tasks or designing extended systems (Wing, 2006). From an educational point of view, the challenge is to identify the cognitive skills that are expected of a person with this type of thinking and their ability to apply them in practice. Computational thinking encompasses a set of thought processes that originate from computer science, but are applicable in various fields. However, it is often wrongly perceived as “technological thinking”, which implies a mindset aimed exclusively at the effective use of technologies. The contribution points out that the lack of a clear definition hinders the integration of this concept into teacher training and broader educational contexts. If understood correctly, computational thinking could significantly improve understanding of the procedural aspects of knowledge, which are very useful for teaching. In this sense, the contribution also describes an exploratory research on the opinions of primary school teachers in central Italy aimed at understanding the perceived benefits that the incorporation of computational thinking could bring in a teaching context.

Lessons for Sustainable Science Education: A Study on Chemists’ Use of Systems Thinking across Ecological, Economic, and Social Domains

This paper explores how concept maps can be structured based on researcher narration as a systems thinking (ST) approach in science education to portray the systemic nature of developmental work by chemists on solutions related to sustainability. Sustainability cannot be achieved without a systemic approach that considers all the domains of prosperity and well-being—ecological, social, and economic. Science education must respond to this challenge accordingly and find effective ways to include the ST approach. Data were collected from three semi-structured, in-depth interviews with chemists. The analysis was carried out using qualitative content analysis and modelling the systemic structures in concept maps as articulated by the chemists. The results show that authentic narratives of chemists’ developmental work can be used as material in a concept mapping exercise to reveal several ST elements and learning objectives, including leverage points and delays, that have not been presented in previous exercises. The chemists’ descriptions were also found to address the challenge of sustainability education by depicting a holistic and multidimensional picture of the reality where the developmental work is conducted. Furthermore, all three domains of sustainability were identified. The economic and industrial perspectives were especially valuable from the science education viewpoint.

Creativity and artificial intelligence: A study with prospective teachers

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

Kepemimpinan Kharismatik dalam Perspektif Pendidikan Islam

Leaders are easily distinguishable because of their unique combination of skills, experiences, and temperament. Leadership styles have significant effects on the organizations they are used to guide, both positively and negatively. The purpose of this research is to provide a solution to the question of what charismatic leadership means from the viewpoint of Islamic education. Throughout this work, I have relied heavily on research conducted in libraries. Since a qualitative methodology was used, this study falls under the heading of "descriptive research." Following this line of thinking, the charismatic leader places a premium on ideological objectives that connect the group's purpose to the members' long-held beliefs and desires. Leaders who exude charisma have the rare ability to persuade followers to do what they want them to do by appealing to their admiration and esteem. When it comes to spirituality and school administration, the charismatic leadership style is rooted not just on the remarkable traits of trust, authority, and solid belief.

THE CHALLENGES THAT THE CHILDREN OF MIGRANT PARENTS FACE IN SCHOOLS OF KYRGYZSTAN

Relevance. This study examines, from the viewpoint of educators specifically, how parental migration influences children's education in Kyrgyzstan. Interviews with instructors at Osh's Zh. Abdurasulov School were used for the study. According to the research, children whose parents migrate abroad encounter a number of difficulties, such as emotional and psychological distress, disruptions in their schooling, and trouble sustaining friendships with their peers. However, extracurricular activities were one way that some students showed resilience, and parental involvement was found to be important. The study suggests a number of tactics for improving educational support, including providing academic flexibility, support groups, counseling services, and awareness raising within the school community. The study emphasizes how crucial it is to support left-behind children's emotional and academic development through a comprehensive approach.

Professors and Students’ Attitudes Towards the Impact of Digital Media on Higher Education in Morocco

Digital Media is a significant tool for educators and students alike to reconsider their educational viewpoints and build a better educational environment; using media for educational purposes allows educators and students to become "Global/Digital Citizens" capable of discussing issues related to "Digital Citizenship" in the hope of bridging the "Digital Divide" between students as "Digital Natives" and educators as "Digital Immigrants.". The concept of Digital Citizenship (Ribble and Bailey, 2007; Mossberger and Tolbert, 2008; Ribble, 2012; Choi, 2016; Ribble and Park, 2019; Whitehead, 2019) implies the significant role of Digital Media in higher education in Morocco. This quantitative study explores university professors and university students’ attitudes on the impact of Digital Media on higher education in Morocco. The results of this study highlight the existing gap in digital practices and of Digital Media and the potential benefits it has to offer in higher education in Morocco.

Recent Developments to the SimSphere Land Surface Modelling Tool for the Study of Land–Atmosphere Interactions

Soil–Vegetation–Atmosphere Transfer (SVAT) models are a promising avenue towards gaining a better insight into land surface interactions and Earth’s system dynamics. One such model developed for the academic and research community is the SimSphere SVAT model, a popular software toolkit employed for simulating interactions among the layers of vegetation, soil, and atmosphere on the land surface. The aim of the present review is two-fold: (1) to deliver a critical assessment of the model’s usage by the scientific and wider community over the last 15 years, and (2) to provide information on current software developments implemented in the model. From the review conducted herein, it is clearly evident that from the models’ inception to current day, SimSphere has received notable interest worldwide, and the dissemination of the model has continuously grown over the years. SimSphere has been used so far in several applications to study land surface interactions. The validation of the model performed worldwide has shown that it is able to produce realistic estimates of land surface parameters that have been validated, whereas detailed sensitivity analysis experiments conducted with the model have further confirmed its structure and architectural coherence. Furthermore, the recent inclusion of novel functionalities in the model, as outlined in the present review, has clearly resulted in improving its capabilities and in opening up new opportunities for its use by the wider community. SimSphere developments are also ongoing in different aspects, and its use as a toolkit towards advancing our understanding of land surface interactions from both educational and research points of view is anticipated to grow in the coming years.

Measuring transformative virtual reality experiences in children's drawings.

Transformative experiences in an individual's life have a lasting impact on identity, belief system, and values. At the core of these experiences is the complex emotion of awe that promotes learning, making it worthwhile to study from an educational point of view. Drawing studies may provide a useful measure of awe in children-one that is more intuitive and attractive than questionnaires alone. Previous studies conducted with adults indicated that the diminished self, associated with transformative experiences, manifests in an actual decrease in size for figures representing the self in drawings. In the current study, self-representation was investigated in drawings of 10- to 12-year-old primary school children within the context of an immersive virtual reality (VR) experience that elicits the overview effect, known to lead to an intense apperception of awe. We did not replicate the adult findings regarding self-size in this younger age group. However, details and complexity in children's drawings appeared to be impacted by the awe-elicitation procedure in VR. These elements subsequently correlated to learning gains instead of the overview effect, indicating that this measure could be linked to cognitive ability. The findings of the current study contribute to a better understanding of how drawings reflect self-transcendental experiences; however, they also reveal that in younger age groups, they are not necessarily reflected in decreased self-size.

Advancing Ukrainian education in times of military conflict

The deepening of the conflict in Ukraine and the imposition of martial law have had a devastating impact on the country’s social environment as well as its economic infrastructure. The education sector is one of the most war-affected areas in Ukraine, which currently faces new challenges that should be studied in order to explore the existing experience of anti-crisis management of educational institutions and search for ways to optimize the situation. The purpose of the academic paper is to distinguish the features of education in Ukraine in the context of military operations in Ukraine, and to characterize the main aspects that should be taken into account when organizing educational activities during the period of military invasion. In the course of the present research, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical and linguistic methods, abstraction, and idealization were used to study and process data. At the same time, the analytical and bibliographic method was applied to study the scientific literature on developing the educational system during military incursion. By the way, the research authors also conducted a questionnaire in online mode to practically clarify the most significant issues related to the research topic. Based on the research results, the main and most important theoretical characteristics of the educational process during the war were established. Along with this, the viewpoints of scientists and educators on key aspects of the outlined issue were investigated.

Analyze of Education and Training Using Ship Engine Simulators at STIP Jakarta Indonesia

On this research paper, we analyze Cadet Engineer, junior engineer, senior level Operational engineers, and senior management level engineers will carry out experiments using speed data from various scenarios on the ship engine simulator and then the experimental results will use educational and training analysis on the ship engine simulator to find out the right time. Later analysis also revealed that human errors occur due to the following reasons: Lack of knowledge of the overall system and fundamental operations, Insufficient confirmation of operations and Incomplete knowledge of the sequence of operations. the role of the instructor will be explained to reduce the causes of human error and to improve educational performance according to the implementation and development of each scenario based on expert justification and reference to IMO and SOLAS Standards. various safety procedure scenarios for all Engineers in the hope of minimizing accidents that cause loss of life at sea. For the purpose of training engine plant operations using a PC-based Engine Room Simulator (ERS), describe the features of human errors by incompetent trainees in marine engine plant operations and demonstrate the necessary improvements in training to reduce such errors from an educational technology point of view. Examination of these data has shown that errors occur primarily due to errors of omission and inadvertent action. Further analysis was carried out on these errors by the engineer trainees to determine the characteristics of errors caused in the process of acquiring procedural knowledge for operations according to the implemented development of various safety scenarios.

Factors affecting success and failure in higher education mathematics: Students' and teachers’ perspectives

BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually. ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods. MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews. FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics. ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.