Identity in K-12 Computer Education Research: A Systematic Literature Review

2021 ◽  
Author(s):  
Gregor Große-Bölting ◽  
Dietrich Gerstenberger ◽  
Lara Gildehaus ◽  
Andreas Mühling ◽  
Carsten Schulte
Keyword(s):  
Education Research ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Computer Education ◽  
K 12

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Mapping visions of improvisation pedagogy in music education research

2019 ◽  
Vol 42 (1) ◽  
pp. 113-139
Author(s):  
Eeva Siljamäki ◽  
Panagiotis A. Kanellopoulos
Keyword(s):  
Education Research ◽  
Literature Review ◽  
Music Education ◽  
Systematic Literature Review ◽  
Methodological Approach ◽  
Music Educators ◽  
Learning Tool ◽  
Musical Improvisation ◽  
Definition Of ◽  
Improvisation Pedagogy

This systematic literature review aims to identify and critically examine the prevailing general trends of music education research that addresses issues of improvisation from 1985 to 2015. The study examined the main features of studies with impact that focus on musical improvisation and have been published in peer-reviewed music education journals. Data were organised on the basis of the following: 1) General publication features; 2) Topic; 3) Methodological approach; 4) Participant features; 5) Type of improvisation; 6) Definition of improvisation; 7) Findings; 8) Suggestions for practice. The study also takes a close look at the construction of the discourses through which improvisation has been framed in the field of music education, providing insights on how such discourses create particular pedagogical visions of improvisation. To this end, we have created a map of the different visions of improvisation pedagogy that the studied works point towards. These visions have been clustered in the following five categories: (i) from rupture of certainties to creative problematisation; (ii) return to the “natural” beginning—in search of humanness; (iii) improvisation as a learning tool; (iv) conserving and enlivening traditions; (v) improvisation as an impetus for creativity. The map proposed in this study is meant as a possible representation of the general trends that underpin music education research focusing on improvisation. This map can also be seen as a “tool” through which music educators can situate their practice and reflect on their particular ways of working with improvisation, possibly envisioning alternative ways forward.

scholarly journals Eye-tracking methodology in mathematics education research: A systematic literature review

2020 ◽  
Vol 104 (2) ◽  
pp. 147-200 ◽  
Author(s):  
Anselm R. Strohmaier ◽  
Kelsey J. MacKay ◽  
Andreas Obersteiner ◽  
Kristina M. Reiss
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Eye Tracking ◽  
Systematic Literature Review ◽  
Mathematics Education Research

A systematic literature review of mixed reality environments in K-12 education

2019 ◽  
Vol 25 (4) ◽  
pp. 2481-2520 ◽  
Author(s):  
Nikolaos Pellas ◽  
Ioannis Kazanidis ◽  
George Palaigeorgiou
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Mixed Reality ◽  
K 12

scholarly journals A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

2021 ◽  
Vol 5 (6) ◽  
pp. 28
Author(s):  
Nikolaos Pellas ◽  
Stylianos Mystakidis ◽  
Athanasios Christopoulos
Keyword(s):  
Literature Review ◽  
User Experience ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Interaction Design ◽  
Design Decisions ◽  
User Experience Design ◽  
3D Virtual Worlds ◽  
K 12 ◽  
The Impact

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

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