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Sports and Physical Education (SPE), like any other discipline, contributes to students' education. These students, for a good acquisition of teaching content, should be invited to take notes of the theoretical and technological knowledge conveyed by Physical and Sport Activities (PSA), subject of teaching. This quantitative and qualitative study aims to identify the usefulness of the implementation of theoretical knowledge and note-taking of the information taught in the training of students in Physical Education classes at the secondary school level. To achieve this objective, certain key concepts from "The Anthropological Theory of Didactics" by Chevallard were employed. In accordance with this theoretical framework, a methodological approach was adopted that focuses on administering questionnaires to students in the second cycle. These students meet the criterion of regular attendance at physical education courses in two secondary colleges. This approach includes recording three sessions of physical education courses and conducting interviews with each teacher at the course's conclusion. The results indicated that the students do not have a favorable relationship with the theoretical knowledge transmitted in PE during the practice of the different Physical and Sports Activities (PSA). This is due to the fact that the teacher does not focus the student's attention on what he or she has really learned and what he must retain in order to facilitate the practice of the different Physical and Sports Activities. To summarize, the essential finding derived from this study was that students in PE would greatly benefit from an introduction of theoretical courses combined with written documentation of the pedagogical information provided. The integration of both elements could foster the development of citizens who are proficient both physically and intellectually.

The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell's five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope.

Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students' study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.

This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect. Students had a mixed perception of discussion boards and their value in enhancing learning; although they appreciate the opportunity to share their perspective and learn the perspectives of others, the study revealed that students struggle to find value in traditional discussion boards.

While program- and institution-level learning assessment in higher education has received substantial attention, much less emphasis has been placed on the assessment of learning in noncredit continuing education in higher education institutions. Learning assessment is sparse in this area because these learning experiences may be shorter in duration than credit courses, are commonly taught by field experts, and there are limits to the time and resources the higher education institution or other provider invests in conducting learning outcome assessment. This paper describes assessment recommendations in the noncredit continuing education space, with concrete examples in three areas: learning outcome statements, surveys with learning outcome-focused questions, and direct assessment of learning.

The study investigated hurdles to the quality of student learning assessment by examining issues related to assessment procedures and practices, learners and learning, learning resources and test constructs, and test admin and feedback. Quantitative and qualitative data were collected from two Ethiopian universities using two types of questionnaires. The results have shown that learning assessment practices and procedures were inundated with a number of hurdles. Among them were academic dishonesty, a dearth of giving timely feedback, assessment procedures' failure to direct learners to higher-order learning outcomes, test construct underrepresentation and irrelevance, and learners' temptation to work for good grades rather than for acquiring the required competencies. These were the major hurdles that had detrimental effects on student learning at the universities. It has, therefore, been recommended that universities and their communities should ensure meaningful and useful assessment of student learning by putting in place effective and quality assessment that constitutes deep learning guided by effective feedback towards the achievement of learning outcomes (LOs).

With the study reported on here we aimed to determine and compare teacher perceptions of the concept of virtual reality between Turkish and South African teachers using metaphors. We adopted a phenomenological approach, and a questionnaire was administered to a total of 100 teachers in both countries, using random sampling. The study included 4 schools -- 2 secondary schools selected from each country. The data obtained were analysed and categorised into themes using the metaphor mismatch technique. The following themes were identified and interpreted, learning, entertainment, technology, art, travel, and imagination. Teachers presented metaphors based on relevance to their area of practice and perceived potential use of virtual reality in teaching and learning. Based on the number of metaphors identified, teachers held a narrow perception in the categories, entertainment, technology, and travel, while more metaphors, with varied sample explanation responses were identified in the categories of learning, art, and imagination. The findings of this study can be used to develop a user road map for teacher professional development and to inform policy on the use of virtual reality in teaching and learning.

In June 2022, the Norwegian Expert Commission on Learning Analytics delivered an interim report to the Norwegian Minister of Education and Research. Motivated by the need to establish a solid foundation upon which to regulate and promote the use of learning analytics in the Norwegian educational sector, the Ministry asked the Expert Commission to investigate the relevant pedagogical, ethical, legal, and privacy issues. Addressing primary, secondary, higher, and vocational education, the interim report surveys the field of learning analytics and the regulatory environment across the contexts and analyzes its challenges and opportunities for Norwegian education. Four dilemmas -- data, learning, governance, and competence -- signal where greater knowledge, awareness, and reflection are needed, as well as the nature of necessary policy and regulatory choices. In this practical report, we offer insights on the use, development, and regulation of LA in different countries, describe the Expert Commission mandate, work method, and dilemmas, and conclude with a reflection on the relationship between research on learning analytics and the challenges that arise when implementing learning analytics in practice. This practical report is relevant for those interested in developing policies or practices surrounding the use of learning analytics at the local or national level.

Purpose: This study re-examines the relationship between "jiao" (lit. teaching) and "xue" (lit. learning)-- the foundational education concepts in the traditional Chinese cultural context--to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods: This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches--"the classics" and "the self" as method--to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings: The interdependency of "xue" and "jiao" has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of "xue" as "xiao" (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of "xue" as "jue" (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on "xue"--the keyword concurrently connoting the meaning of "teaching" and "learning" in the modern sense. It is misleading to narrowly render the originally meaningful word group "xuexi" as "learning" in modern English. Originality/Value: This study consults sources in multiple languages and integrates both "the classics" and "the self" as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.

In the 21st century, students must have high knowledge and thinking skills which can be achieved through learning activities. This study aimed to develop a Project-Based Module (PBM) on the topic of determination, differentiation, and organogenesis that is feasible and effective in improving students' cognitive learning outcomes (CLO), critical thinking (CTS), and problem-solving skills (PSS). The module used the 4D developmental model consisting of define, design, develop, and disseminate, which then underwent validation and student response for its feasibility in terms of material adequacy, learning process, and layout design. The module was also tested for its effectiveness in improving CLO, CTS, and PSS. The result showed that the module was tested valid and categorized as "very worthy" as 91.6% by material expert, learning expert, and layout expert. Students gave excellent responses to the module as 87.77% with a very worthy category. Moreover, the independent t-test results show a significant difference in CLO (P = 0.00), CTS (P = 0.00), and PSS (P= 0.00) between the control and experimental posttest results. Thus, the project-based module improves student's CLO, CTS, and PSS in the animal development course. Further research needs to be extended for wider-scale trials to obtain maximum results.

This research delves into the washback effects of the Hong Kong Diploma of Education Examination (HKDSE) on the learning strategies employed by secondary school students in Hong Kong. By surveying 50 students to assess their English learning strategy profiles, this study seeks to identify potential biases in strategy selection indicative of examination influence. A subset of participants was further interviewed, enabling a deeper exploration of the underlying reasons behind their strategy choices. Thematic analysis of these interviews revealed that while students recognize the intended washback of the examination on their learning strategies, its actual influence might be diminished by their reservations regarding high stakes testing's effect on authentic English learning. The overarching sentiment expressed frustrations and conflict between the study of English language, and exam-centric pressures.

The expansion of higher education has created issues with the structure and makeup of universities as well as an increase in student enrolment. As a result, most higher education institutions (HEIs) in South Africa, especially those that were historically underprivileged, are plagued with deteriorated or non-existent physical infrastructure that cannot keep up with the rise in student enrolment. Therefore, the purpose of this study is to assess the venue capacity constraints on teaching and learning in HEIs. The desktop analysis method was used to discover and assess relevant material in the context of venue capacity restrictions on teaching and learning in higher education. This was done by using Google Scholar, ISI, ProQuest and Scopus search engines to find these studies, using terms like overcrowding, venue constraints, students and lecturers and universities in general. The findings of the article reveal that when classrooms become crowded, it may be difficult for lecturers to give each student the individualised attention they need to truly understand the topic. This might result in frustration and mental tiredness, which may reduce student involvement even further. The article concludes that institutions should invest in building bigger lecture halls to help students engage with their lecturers and comprehend the subject matter more thoroughly. Contribution: The study will contribute to theory, managerial and practice by analysing the impacts of overcrowding in HEIs and its effect on students' academic performance.

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

Each August, Sugpiaq Elders, community members, and educators gather in Cape Alitak to host Akhiok Kids Camp, a week-long culture camp that provides a space for local Sugpiaq youth to learn and carry forward traditional lifeways and promotes youth's self-esteem, identity, and healthy choices. This article traces the legacy of the camp and outlines its ongoing vision and curriculum, including the Indigenous values and principles of education that guide camp activities. Of particular focus is the role of camp in fostering Sugpiaq youth's sense of connectedness to their homelands, waters, community, and culture, a focus that promotes healing, cultural resurgence, and wellbeing for Sugpiaq youth. This description of Akhiok Kids Camp highlights the valuable role that culture camps play in turning Indigenous youth toward the brilliance of their lands and lifeways, and the importance of respecting the knowledge and leadership of Indigenous families in this work.

The conception of learning is a psychological construct that influences learning outcomes. Therefore, many researchers have explored the concept of learning, especially in higher education. This study aims to identify students' conceptions of learning based on differences in majors. Identifying student learning conceptions is very important for future education to help them understand the nature of learning and help them become a student aware of their duties and responsibilities. Moreover, in the end, they can guide the learning process independently to achieve maximum learning outcomes. A total of 136 voluntary respondents were taken randomly from four majors, namely veterinary education (54 students), biology education (38 students), educational technology (26 students), and educational administration (18 students). The instrument used to measure students' conceptions of learning was adapted from the conception of learning science (CoLS) developed by Lee et al. (2008). The data were analyzed descriptively and multivariately using SPSS 24 for windows at a significance of 5%. From the results of the analysis that has been done, it is concluded that veterinary education students tend to have mixed conceptions of learning (reproductive and constructive), and biology education and educational technology students tend to have constructive learning conceptions. In contrast, educational administration students tend to be quantitative or reproductive profiles. The difference in majors does not affect our participants' learning conceptions. The implications of these results are briefly described in the conclusions, limitations and recommendations.

The purpose of this article is to explore the use of authentic audiences in higher education to support undergraduate learning. To explore the results of integrating authentic audiences in higher education, we present a collective case study in which the use of authentic audiences was employed in separate undergraduate courses at two different higher education institutions in the Eastern and Midwestern United States (N = 75). In one case, Wikipedia was employed as an authentic audience and in the other case, experienced secondary educators as well as Twitter were embedded. The goal of implementing authentic audiences in both settings and courses was to increase student engagement and foster critical thinking. Results suggest that integrating authentic audiences through these means can enhance undergraduate students' engagement and learning and may serve to capture, but not necessarily foster, students' critical thinking. Concurrently, an instructor's pedagogy must also align with tenets associated with authentic audiences, including a commitment to a coconstruction of knowledge and the purposeful selection of authentic audiences who are engaged, willing to partner, and have the necessary expertise and resources to contribute to students' learning.

Colour in the classroom, either in isolation or in conjunction with other environmental factors, is an element that has been widely discussed in the scientific literature, albeit not systematically. On the other hand, its evolution towards coloured light, made possible in recent years by light emitting diode (LED) technology, has hardly found a place among researchers. Despite the progressive rise of smart classrooms, intelligent learning environments or references by some authors to "dynamic lighting", its analogous concept, "dynamic colour", hardly appears in reviews of the scientific literature. This exploratory, quasi-experimental study shows how coloured light affects the learning process in primary school classroom environments, integrating cognitive processes, instrumental learning and affective processes, and helping to define the dynamic potential of its use. The experimental part has been carried out for four weeks, collecting data that are analysed descriptively, comparatively with the control group and in the internal variance of the experimental group. The results show positive influence tendencies in the cognitive and affective processes of the students, although not so much in instrumental learning.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

This article recommends institutional changes to higher education related to time, learning, and risk that would better serve the contemporary student population and increase opportunities for life-long and interdisciplinary learning. To begin, the changing demographic of university students will be outlined, along with suggestions about how traditional institutional arrangements are no longer conducive to optimal learning environments. Next, a review of the history of the academic year will be provided, that will show a snapshot of post-secondary academic calendars in Canada. Relatedly, a discussion of the potential drawbacks and benefits to accelerated courses will be deliberated, as well as the role of risk in terms of how this shapes students' course selection. Finally, an example of a pilot program at McMaster University, a large research-intensive university in Ontario, Canada, which is specifically designed to account for the pitfalls outlined above, will be discussed. Taken together, it will be argued that having full-course offerings on a year-round basis, providing various options for course lengths, and adjusting evaluations to reduce students' conceptions of 'risk' will better adapt institutes of higher education for the twenty-first century.

During the COVID-19 pandemic, two higher education teachers, located respectively in the United States and Aotearoa New Zealand, collaborated in the design of curricula on the relationship between identity and food for their students. Intended to help their students develop cross-cultural knowledge and relationships, they hoped that their collaboration would also benefit their professional relationship and learning at a time when these aspects of their teaching lives were negatively impacted by COVID-19. As a contribution to the scholarship of teaching and learning (SoTL), they undertook, with the help of a researcher colleague, an investigation of (a) factors that influenced their ability to start and sustain a successful international collaboration, and (b) its subsequent impact on their on-going relationship and learning. In this article, the rationale, purpose, and design of the study are outlined, and findings and associated theory presented and discussed. A key conclusion reflects the relationship between the hospitality 'mindset' of the teachers and their ability to conceptualize, enact and benefit from their collaboration in meaningful ways. Insights into the way SoTL can enhance teachers' ability to navigate such periods of deep uncertainty are also presented and discussed.

Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the realities of scholarly publishing. The present study seeks to illuminate that gap through a systematic analysis of the policies and practices of academic journals as they pertain to the publication of reflective writing in SoTL. The ultimate aim of the study is to enable editors to close the gap between belief and practice and empower potential authors to share their reflective teaching and learning practices with others.

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Background/purpose: The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results: The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test's reliability (Cronbach's [alpha] = 0.856) and validity were confirmed. Conclusion: This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students possess the competency of becoming a leader in learning.

The study focuses on the preservation and transmission of Gannan Tea Picking Opera knowledge after the Cultural Revolution in 1949 using qualitative research methods such as interviews and observations with seven key informants. The following findings were obtained, which can be divided into three distinct periods: The tortuous development phase from 1949 to 1966 marked significant growth and development, with the establishment of specialized schools and the implementation of the "three reforms" contributing to knowledge transmission and preservation. The survival dilemma period from 1966 to 1976 during the Cultural Revolution imposed constraints on artistic expression, but the return of artists from rural areas and their role in recruiting apprentices supported the continuity of Gannan Tea Picking Opera. Finally, the Ganzhou Gannan Tea Picking Opera Troupe and educational institutions contributed to the revival of this traditional art form during the period of rebirth from 1976 to 2023. Retired artists continue to play a vital role in knowledge preservation and dissemination, reflecting the enduring resilience of Gannan Tea Picking Opera.

This paper follows an earlier report of young children's object play activities investigated in a cross-sectional sample of 289 typically developing children. Thirty-minute videotaped observations were taken of children at 8, 12, 18, 24, 30, 36, 42, 48, 54, and 60 months of age in their homes. Forty-nine percent were boys. Children were identified as White (70%); mixed racial/cultural backgrounds (14%); Asian (7%); Black (6%); and Latinx (3%). This study reports patterns of cognitive development based on mastery scores derived from frequency and variety of activities in the 27 categories identified in the earlier study. Mastery scores afforded evaluation of the robustness of certain play categories, and the retention and reduction of others, yielding a final set of 14 to describe and assess developments in play. Discussion centers on the value of differentiated categories along with scores that yield a standard for an assessment of children's play.

The purpose of this study was to test the effectiveness of a course taught with worksheets on the subject of blood circulation. The study was conducted with students aged 12-13 in a single class at a public middle school. This worksheet has seven questions in total. At the end of the lesson, the students' opinions about the lesson were obtained through an open-ended interview form. The data obtained from these open-ended interviews were analyzed via content analysis. According to the analysis results, the students learned the subject meaningfully. Students learned better thanks to teaching with worksheets. Therefore, it has been stated that such studies, as in this study, can be useful in terms of science teaching and that it would be appropriate to use them in teaching other subjects as well.

In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s to early versions of the theory and the recent generalized control-value theory. I provide summaries of the theory's evidence-based propositions on antecedents, outcomes, and regulation of emotions, including the fundamentally important role of control and value appraisals across different types of human emotions that are relevant to education (and beyond). The theory includes descriptive taxonomies of emotions as well as propositions explaining (a) the influence of individual factors, social environments, and socio-cultural contexts on emotions; (b) the effects of emotions on learning, performance, and health; (c) reciprocal causation linking emotions, outcomes, and antecedents; (d) ways to regulate emotions; and (e) strategies for intervention. Subsequently, I outline the relevance of the theory for educational practice, including individual and large-scale assessments of emotions; students', teachers', and parents' understanding of emotions; and change of educational practices. In conclusion, I discuss strengths of the theory, open questions, and future directions.

This paper takes on and explores the disturbing and perhaps counter-intuitive notion that the university is the place where the intellect goes to die. This idea is explored alongside Georges Bataille's suggestion that the death of thought might actually be a worthy pursuit and only thought which seeks its own limits is worth striving for. The deleterious effects of the university upon thought are nonetheless contrasted to Bataille's own attempts to take thought to the point of its expiration. The key difference between the 'teaching of death' that Bataille has in mind, and the enactment of the death of thinking that the university achieves is this: Bataille seeks, however impossibly, to bring death "into the field of vision". Academic knowledge production, by contrast, with its systematism, its rigor, its proceduralism and its subsumption by work, merely abandons the thinking subject to the inevitable result, which for Bataille, is unthinking servility, a premature, utterly suppressed, and domesticated, death-in-life.

Informal science activities occurring at various non-traditional learning sites present a pivotal model for involving youths in the science learning process. The dynamic landscape of emerging technologies has prompted the exploration of innovative methodologies to bolster and refine informal science education. However, the expanse of this field and its attendant complexities has led to a lack of empirical evidence on the subject matter necessitating further research. This paper presents the findings of a systematic literature review, spanning the years 2017 to 2022, focusing on empirical inquiries into the deployment and impact of digital tools and technologies on the cognitive, affective, and behavioral dimensions of student learning. The investigation pertains specifically to unconstrained, extracurricular learning environments, encompassing science centers and museums and outdoor locations. A methodical search of renowned electronic databases, including ACM Digital Library, ERIC, Google Scholar, Sage, and Web of Science, supplemented by rigorous cross-referencing, yielded a corpus of seventeen (n = 17) relevant studies. These were subjected to a thorough qualitative content analysis. A diverse array of scientific concepts was found to have been investigated using hardware-based, software-based, or mixed approaches. Notably, augmented reality (AR) emerges as a preeminent focal point within the purview of digital interfaces explored by researchers. The synthesis of findings underscores the affirmative influence of digital tools and technologies on pivotal facets such as engagement, motivation, attitude towards science, and comprehension of scientific principles. In culmination, this study delineates prospective research focus for future studies in informal science education.

Medical educators and programs are deeply interested in understanding and projecting the longitudinal developmental trajectories of medical students after these students are matriculated into medical schools so appropriate resources and interventions can be provided to support students' learning and progression during the process. As students have different characteristics and they do not learn and progress at the same pace, it is important to identify student subgroups and address their academic needs to create more equitable learning opportunities. Using latent class growth analysis, this study explored students' developmental trajectories and detected group differences based on their coursework performance in Anatomy within the two years of preclinical education in one medical school. Four subgroups were identified with various intercepts and slopes. There were significant group differences between these subgroups and their standardized scores in MCAT and UCMLE Step 1. The study provides evidence about the heterogeneity of the student population and points out future research directions.

This article critically assesses the hospitality premise on which the project-practice of decolonizing the curriculum rests, investigating the texture and limitations of the hospitality that Global North universities seem willing to offer their many Others, including students, staff, and stakeholders, particularly in the form of knowledges and pedagogies. It investigates how the guests-strangers are treated within the Global North Universities, their knowledges posited as a separate category within the epistemic system rather than integrated into being a part of the system; guests relegated to unpaid servants when obliged to shoulder the lion's share of the work in addressing the unfair, racist systems which devalue them and their knowledges. Embedding the discourse of decolonizing the university in and with postcolonial concepts, the article highlights the profoundly unequal power relationships between hosts and guests that continue to inform even the best-intentioned Global North higher education institutions, self-declaredly dedicated to decolonization efforts. It argues for pressing need on the part of the Global North universities to deepen their awareness of the historical legacies of coloniality and its matrix of power, and consequently reflect on the treatment of Global South guests and knowledges. This long, hard look at their role of host is necessary for a true committment to decolonising the university spaces and rendering them genuinely hospitable, and to transforming the unequal power dynamics and the impacts on guests-stranger Others.

Children actively and selectively transmit information to others based on the type of information and the context during learning. Four- to 7-year-old children preferentially transmit generalizable information in teaching-like contexts. Although 2-year-old children are able to distinguish between generalizable and non-generalizable information, it is not known whether they likewise transmit generalizable information selectively. We designed a behavioral study to address this question. Two-year-old children were presented with three novel boxes, identical except for their color. In each box, one of two equally salient actions led to a generalizable outcome (e.g., playing a [different] tune in each box), whereas the other led to a non-generalizable outcome (e.g., turning on a light, vibrating the box, or making a noise). In the discovery phase, children had a chance to discover the functions of each box presented one-by-one. Then, in the exploration phase, they were given the opportunity to independently explore all three boxes presented together. Finally, in the transmission phase, an ignorant recipient entered the room and asked the child to show them how these toys work. We measured whether children preferentially transmitted either generalizable or non-generalizable information when they were asked to demonstrate the function of the toys to a naïve adult. We found that children did not display any preference for transmitting generalizable information. These findings are discussed with respect to toddlers' selectivity in transmitting information but also the development of sensitivity to information generalizability.

Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on their noticing of student learning, teacher's teaching, types of teaching practices, and the use of interpretative frames. The noticing data were collected and analyzed to determine the differences between groups of teachers. The findings from the analysis indicated that most science teachers noticed the instruction of teachers rather than the learning of students, and these noticing events were often focused on general instructional practices as opposed to the science practices emphasized in the "Next Generation Science Standards" (National Research Council, 2013). The only difference between the teachers was in the area of evaluating the videos. Secondary science teachers and experienced elementary teachers were more likely to evaluate the videos than were novice elementary teachers. This may be a result of the knowledge base of the teachers. These results suggest a need for explicit reform-based instruction and a revision of this research process.

Social constructivism emphasises the role of meaningful interactions as a vehicle for learning. Meaningful interactions engage learners cognitively and socially with others to construct knowledge. Such interactions, however, require an environment specially designed to facilitate and guide learners' cognitive and social processes towards the construction of knowledge. Forums in massive open online courses (MOOCs) could potentially provide such an environment. However, research on how MOOC forums are designed to facilitate and guide cognitive and social processes is scarce. This study adopts a qualitative lens to examine the specifications, pedagogical instructions, and guidance provided in the forums of 4 edX MOOCs to help learners engage in meaningful interactions. We sought to uncover how MOOC forums are designed to support the social construction of knowledge. We found that MOOC forums mainly seek to facilitate cognitive processes while giving scant support or guidance to social processes. Such a learning design might favour the individual over the social construction of knowledge. To a certain extent, our findings help explain the questionable effectiveness of MOOC forums as social learning environments.

One of the core elements of universities applied sciences (UAS) is its connection with professional fields. Lecturers establish relationships with private organizations and guide students in internships, projects, assignments and towards graduation. In this role, lecturers are confronted with developments in their field of expertise, thereby deploying their networks of relationships through their social capital. From these relationships, a certain reciprocity is created, resulting in possibilities for mutual support. We interviewed UAS lecturers via email about these relationships and the importance they attach to them. The theory of social capital is used to analyse the interactions between lecturers and companies or organizations in the professional field. Above all, these lecturers expressed interest in students' learning processes and used social capital to achieve this aim, while indirectly recognizing its added value for the development of knowledge.

Previous research indicates that discipline identification -- the level of integration of one's discipline of study into the self-concept -- is associated with deep approaches to learning and academic self-efficacy. However, it is not known whether these relationships would hold in the context of learning during the COVID-19 pandemic. The present study investigates this, as well as exploring whether belonging, identity incompatibility, and virtual and in-person time spent with fellow students and with faculty act as potential antecedents of discipline identification. A cross-sectional online survey with n = 385 students in the UK was conducted during the spring term (February-May) of the 2019-2020 academic year, when UK universities were under COVID-19 restrictions. Of those students, n = 109 completed a follow-up survey during the autumn term (September-December) of the 2020-2021 academic year. Due to pandemic-related changes, the two waves of data were analysed separately using path analysis. During the spring term, identity incompatibility and discipline identification were significantly associated with both deep approaches to learning and academic self-efficacy. There were also significant indirect effects of belonging on both deep approaches to learning and academic self-efficacy via discipline identification. During the autumn term, discipline identification was again significantly associated with both academic outcomes. Identity incompatibility was significantly associated with academic self-efficacy. There were also indirect effects of identity incompatibility and belonging on deep approaches to learning via discipline identification. These results add to the literature on the importance of discipline identification and associated social-psychological processes in predicting important higher education outcomes during the COVID-19 pandemic.

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head-mounted display IVR device or a pre-recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post-test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post-test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning.

There is currently a debate as to whether academic content at kindergarten crowds out time spent in creative arts, free play, and physical activity. Analyzing kindergarten teachers' reports of their instruction from the ECLS-K:2011, this study examined whether core academic content or advanced academic content in math or English language arts (ELA) displaces time spent in creative arts, indoor free play, and physical activity. The results suggested that neither core academic content nor advanced academic content in either subject displaced physical activity. More time spent on advanced math and advanced ELA was associated with more time spent on creative arts. However, teachers who reported spending more time on advanced math also reported spending less time on indoor free play.

This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions.

This chapter describes a teaching and learning center's efforts to support the Scholarship of Teaching and Learning (SoTL) work of health science faculty. Recommendations and lessons learned are shared.

The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of various instructional strategies on students' learning outcomes from primary to post-secondary levels. However, there is a limitation of the literature review conducted on interventional context-based chemistry studies. Hence, the present review was carried out to evaluate interventional context-based chemistry studies using six research questions based on the following categories (main headings): (1) countries or continents in which ICB chemistry studies were conducted in; (2) research methodologies implemented in ICB studies; (3) topics in which ICB chemistry studies used; (4) learning variables measured by ICB studies; (5) teaching methods and instructional strategies adopted by ICB studies; and (6) the effectiveness of context-based instructions on students' learning outcomes. Moreover, some sub-headings also followed the main headings. To achieve this objective, a rigorous systematic literature review has been executed using 25 selected ICB chemistry studies published between the years 2009 and 2022 based on the specific inclusion and exclusion criteria. These studies were accessed in internationally well-known databases (Google Scholar, ERIC, Semantic Scholar, and Mendeley); and the studies were organized and reviewed thematically. To summarize and present the findings of the studies, matrices, constructed by the researcher, were used. The review analysis results revealed and shed light on the critical appraisal of interventional context-based chemistry studies, missing parts of the context-based approach, and implications and suggestions for future studies.