Learning Sciences - Science topic

Journal: Human Behavior and Emerging Technologies (Wiley/Hindawi)

Impact Factor: 10.3

CiteScore: 14.4

Acceptance rate: 14%

Special Issue: Emerging Media and Technology Applications in Learning Sciences: Innovations, Impacts, and Future Direction

Submission deadline: 15 Nov 2024

Publishing date: 01 Mar 2025

Link to special issue: https://www.hindawi.com/journals/hbet/si/452941/

Lead Editor:

Tze Wei Liew (Malaysia)

Guest Editors:

Si Na Kew (Malaysia), Faizan Ahmad (UK), Lishan Zhang (China), Artur Strzelecki (Poland)

VR or AR can be a useful tool to improve the learning experience of students, mainly in STEM topics or contents considering the complexity and abstraction need to think in analitycal mode, focused in problems resolution

Hi,

I need more literature on drawing research specifically for children's learning.

My main research direction is conceptual learning in children, so I am particularly concerned about whether drawing analysis can help understand children's learning. Due to the coverage limit of the exam questions, traditional paper and pencil tests often easy to loss some key information which not in questionnaire. However, children's drawings can provide a panoramic view of the learning process, which helps to solve this problem. In fact, our research is also based on this point. Currently, we published a preprint about this topic (https://psyarxiv.com/umxfb/). But it is very incomplete, so we are eagerly searching for more relevant literature to enrich our research. Unfortunately, at present, drawing analysis is more often applied to emotional and social analysis (such as whether children are discriminated against in school), and research directed towards learning seems difficult to find.

I know Frontiers in Psychology has a topic that specializes in the study of children's drawing psychology (https://www.frontiersin.org/research-topics/24933/childrens-drawings-evidence-based-research-and-practice#articles), and I really enjoy reading articles under this topic. But as mentioned earlier, most of the papers still focus on studying children's social psychology (such as bullying) through children's paintings, with very little focus on learning science /psychology. So I sincerely request MORE LITERATURE on drawing research specifically for CHILDREN'S LEARNING. Thanks any help would be greatly appreciated!

Zhong

The Science motivation questionnaire II was developed by Glynn et al. (2011) to measure university students' motivation to learn science. I want to inquire about the possibility of using the questionaire with school level students. Also, are there validity and reliability measures to perform in order to fit the questionnaire to school level?

Most research in efucation& learning science in these days is consumed with maximizing teacher factor and other factors like the role or patterns of teacher-student-relationship are not addressed due to contemporary popular agendas. The arguments pro this are not persuading.

I happened to read about "education science," and I am curious if this major could be helpful for a university lecturer in other majors?

What I mean is that if I hold a master's degree in education, does it help me be a better architecture instructor? or could i be able to do some research between these two disciplines?

How to improve learning in any field?

Can anyone answer or explain the following questions:

Are there any papers or books discussing these questions?

Am expected to do a literature review on the above question.I need some suggestion on what subheading can be derive from this topic for my academic studies.

Please let us know any studies that compare features of concept mapping with outlining. Many studies have reported both outlining and concept mapping helpful for learning and assessment, but they looked at them as black-boxes. On one hand, although outlining has been around for longer, there are significantly more studies that indicate the effectiveness of concept mapping for learning and assessment. On the other hand, outlining is more widely used among students and researchers. Then, what are the features that differentiate them? Are there specific features that are helpful for some applications but not others?

Here is what we already know: Miyatsu et al. [1] define the following procedure for outlining:

These steps are very similar to the procedure advised by Novak and Cañas [2, 3] about designing a good concept map. Especially, steps three and four in the outlining procedure correspond to the progressive differentiation and integrative reconciliation processes defined in Ausubel's Assimilation theory [4], which are the foundation of the concept mapping. Mayer [5] found outlines as "advance organizers" helpful to facilitate "bridging," i.e., the thinking process one goes through to connect the new knowledge with what they already know [1]. This thinking process results in meaningful learning that is shown to be improved through concept mapping [2]. Lehman et al. [6] compared outlining with concept mapping, but found no significant differences between their uses, although results were leaning towards greater improvements with the mapping condition. Also, Bui and McDaniel [7] compared the use of skeletal outlines to illustrative diagrams in improving free recall and short-answer questions; while both conditions were significantly effective for free recall compared to a control, those using illustrative diagrams had performed significantly better than students using skeletal outlines, particularly for low-ability learners. Therefore, free recall may not depend on how students organize or visualize information, but it does effectively change improvements in short answer questions. Kiewra [8] compared using matrices against outlining on comparative information, with the former having visual properties that allow users to create relationships between different categories of information that the latter often overlooks. Hansell [9] suggested the use of "post organizers" or "arrays," which use a combination of "words, lines, and arrows," similar to that of concept maps. This was shown to have significantly improved the ability for students to outline as it focuses on "identifying relevant ideas and fitting these into a meaningful pattern." As a result, the visualization of information may have played a large role in enabling students to process information to a deeper level.

1- Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: their pitfalls and optimal implementations. Perspectives on Psychological Science, 13(3), 390-407.

2- Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Florida Institute for Human and Machine Cognition, 2008.

3- Cañas, A. J., Novak, J. D., & Reiska, P. (2015). How good is my concept map? Am I a good Cmapper?. Knowledge Management & E-Learning: An International Journal, 7(1), 6-19.

4- Ausubel, D. G. (1963). Cognitive Structure and the Facilitation of Meaningful Verbal Learning1. Journal of teacher education, 14(2), 217-222.

5- Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American psychologist, 63(8), 760.

6- Lehman, J. D., Carter, C., & Kahle, J. B. (1985). Concept mapping, vee mapping, and achievement: Results of a field study with black high school students. Journal of Research in Science Teaching, 22(7), 663-673.

7- Bui, D. C., & McDaniel, M. A. (2015). Enhancing learning during lecture note- taking using outlines and illustrative diagrams. Journal of Applied Research in Memory and Cognition, 4(2), 129-135.

8- Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory into practice, 41(2), 71-80.

9- Hansell, T. S. (1978). Stepping up to outlining. Journal of Reading, 22(3), 248-252.

science is a interesting and important subject for learners to master but the language can be a obstacle.

Looking for a good comprehensive theoretical overview from the field and/or systematic literature reviews are especially welcome on the topic from methodological perspective.

Hi,

I am trying to investigate if there is a difference between how students assess themselves in a learning activity versus how they are assessed by their peers. The context is a maritime simulator exercise where 2 students will be required to jointly navigate a ship in a simulator. At the end of exercise, i intend to administer two questionnaires to each student, in an effort to measure students performance as rated by themselves and by the other member in dyad. I want to know if there are any standard questionnaires designed to measure the same. I intend to adapt them for my research context. Any advise regarding this or suggestions will be heartily appreciated.

Amit

The sample consists of 3 intellectual/ learning disabled (LD) elementary pupils.

I would like to investigate the effect of an intervention towards their learning in Science.

I am teaching a new graduate level course on theory of science and research design with a group of colleagues.

In order to find a fair distribution of methods lessons, I'd like to refer to a good review/overview of the proportions/percentages of methods used in papers published in psychology and/or education research.

For instance, what is the proportion/percentages of qualitative vs. quantitative vs. mixed methods papers (respectively), and/or particular methodologies within these larger paradigms/families?

This would seem like a reasonable starting point for discussion.

Where can I find such an overview?

How do you approach science concepts and principles?

As a Brazilian Portuguese native speaker, I am teaching since the last 3 years Mathematics and Physics in German (I am currently at the level C1/C2) in the city of Berlin. What I have noticed so far: most of the fast learners did not feel the impact of my accent and in few times the lack of native language expressions to explain a certain topic from my side was quickly complemented by these students. They are the minority in all classes I have been teaching. However, the slow learners gave up very quickly and used as an excuse for it the fact of a small lack of my languages skills, even if some of them had already a history of deficiency in their learning processes. I would be interested in quantitative studies that compares the impact of a foreign language teacher teaching in the mother language of children. Is there something remarkable on it to pay attention? 

hello , I have a homework and I have to design a lens for an advanced scientific microscope. How i can decide to choose materail? Which properties should material have?Can you give some information to me? Thank you :)

We know which are the most used mechanics in education, they are 10: points; level and strategies; badges; leaderboards, prizes and rewards; progress bar; storyline and feedback as Nah et al. (2014) presented in their study. But what about other educational environment, such as MOOCs?

The ocean is playing a crucial role in influencing global climate and supporting sustainable development. The ecosystem is facing unprecedentedly threatens from humans related and non-related factors. Learning science is important to understand the driver for current and direction for future. Science depends on accurate and updated observations, thus science could help to make the linkage between physics and ecosystem. However, the linkage nowadays seems way underestimated that scientists and policy makers are too focusing in their field. Could we make the change?

In addition I am particularly interested in the instruments to measure student engagements.  Thanks. Blessings! 

In the US at least - we are somewhat hampered by policy related mandates on what should be taught and how it should be taught and assessed. This inhibits the integration of technology for many of the high impact practices that theory would lead us to believe will make a large difference in student learning. What changes do you think need to be put in place to change the current architecture in such a way to afford better technology-mediated/integrated learning? I would love to hear not just about changes to US policy - but also policies that other countries have put in place that are making a difference with respect to the use of technology in the classroom.

Supporting classroom talk in science lessons

I'm trying to make a research instrument to measure the two affective domains. Somehow, my items for both are mostly overlapping. Is there a clear cut to differentiate both?

Many people are visiting the science centre. I work here at Tirupati in India and try to understand what visitors' look for on daily basis. I wish to quantify their learning so that few other changes can be introduced to enhance their experience and learning.