Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

‘The Game of the Sea’: An Interdisciplinary Educational Board Game on the Marine Environment and Ocean Awareness for Primary and Secondary Students

Games are a proven tool for learning at all ages and in many contexts. They increase the attractiveness of learning processes through arousing interest and enhancing motivation, and aid with the development of social skills. Educational games provide teachers with different approaches to teaching. ‘The Game of the Sea’ is an interdisciplinary board game, specifically designed to teach its players about the marine environment, regardless of their age. Through its 68 sections, coloured according to particular topics and organised as a fish shape, players encounter a wide range of questions and activities. Through playing this game, players acquire a broad knowledge of science, the marine environment and its importance, and literature. The game uses an interdisciplinary approach with question cards on a variety of topics (including maths, physics, biology, chemistry, art, etc.). A total of 222 players (111 children, aged 11–15, and 111 adults, aged 18–72) tested the game. These players were enrolled in different formal and non-formal educational contexts and had different educational backgrounds. For a qualitative analysis of game sessions (participant observation), researchers acted as game moderators and, while doing so, made subtle observations of players playing the game. On top of this, the value of the game, as a didactic tool, was evaluated with a test that players took before and after the game. After playing the game, knowledge of the marine environment, increased in both children and adults, with a slightly higher increase in children. Therefore, ‘The Game of the Sea’ is suitable for teaching all ages about the marine environment. Further, this game can impart to its players the importance of the marine environment and the importance of protecting this environment.

Western Australian adolescent emotional wellbeing during the COVID-19 pandemic in 2020

Background The impacts of the COVID-19 pandemic have been vast and are not limited to physical health. Many adolescents have experienced disruptions to daily life, including changes in their school routine and family’s financial or emotional security, potentially impacting their emotional wellbeing. In low COVID-19 prevalence settings, the impact of isolation has been mitigated for most young people through continued face-to-face schooling, yet there may still be significant impacts on their wellbeing that could be attributed to the pandemic. Methods We report on data from 32,849 surveys from Year 7–12 students in 40 schools over two 2020 survey cycles (June/July: 19,240; October: 13,609), drawn from a study of 79 primary and secondary schools across Western Australia, Australia. The Child Health Utility Index (CHU9D) was used to measure difficulties and distress in responding secondary school students only. Using comparable Australian data collected six years prior to the pandemic, the CHU9D was calibrated against the Kessler-10 to establish a reliable threshold for CHU9D-rated distress. Results Compared to 14% of responding 12–18-year-olds in 2013/2014, in both 2020 survey cycles almost 40% of secondary students returned a CHU9D score above a threshold indicative of elevated difficulties and distress. Student distress increased significantly between June and October 2020. Female students, those in older Grades, those with few friendships or perceived poor quality friendships, and those with poor connectedness to school were more likely to score above the threshold. Conclusions In a large dataset collected during the first year of the COVID-19 pandemic, the proportion of secondary school students with scores indicative of difficulties and distress was substantially higher than a 2013/2014 benchmark, and distress increased as the pandemic progressed, despite the low local prevalence of COVID-19. This may indicate a general decline in social and emotional wellbeing exacerbated by the events of the pandemic. Trial registration: ANZCTRN (ACTRN12620000922976). Retrospectively registered 17/08/2020. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380429&isReview=true.

State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities

We conducted a general Google search and a scoping review of various types of artificial intelligence (AI) based technology – mobile, web-based, software, hardware – used by college and university students to do schoolwork. The main findings indicate that (1) there is no generally agreed upon definition of AI, and (2) there is a huge discrepancy between the popular press articles that are behind the AI hype and the scientific literature. The popular press provides an overview of the AI tools available to students with disabilities and discusses how students can use these tools. The scientific literature is primarily devoted to tool development and has poor methodology. We conclude that the potential of AI for post-secondary students with disabilities is enormous, but that informed research about these tools is scant, with a profound lack of demonstrated scalability. Research needs to address “real-world” uses of AI-based tools by post-secondary students with disabilities.

Comparison of physical activity and sedentary behavior levels in secondary and university students

Objective: to compare physical activity and sedentary behavior in university students and secondary students. Methods: the cross-sectional study involved 202 selected secondary students and 171 university students. The Global Physical Activity Questionnaire was administered to the respondents. Percentages, chi-square test, Mann Whitney U test and linear regression were used for data analysis. Results: about 63% and 32% of secondary and university students, respectively, reported high levels of physical activity, while 84.7% and 71.9% of secondary and undergraduate students, respectively, met guidelines for sedentary behavior. The secondary students had significantly higher scores than the university students in vigorous (p=0.004), moderate (p<0.001), and total physical activity (p<0.001). The observed difference was more prominent among females. Conclusion: secondary students had higher scores of physical activity and spent less time in sedentary behavior.

Teacher Round Table

Study and Scrutiny has focused on the publication of critical and empirical studies surrounding the scholarship and critical merits of Young Adult literature. Because other journals provide a space for pedagogical practices concerning YA, the editors have intentionally shied away from explaining to teachers how to teach a particular title in a particular way. Still, the intention of the journal has been, in part, to support the learning of secondary students as readers and the classroom practices of their teachers. This section hopes to serve as a space to open the conversation surrounding YA literature, its critical merits, and ways that the research might serve teachers as they make curriculum choices about both texts and strategies. The idea is to bring teachers, as intellectuals, into conversation surrounding the scholarship of a featured study. For this issue, four Oklahoma teachers from four different school districts focus on Arianna Banack’s article “Connecting and Critiquing the Canon: Pairing Pride and Pride and Prejudice.”

Pedagogical Competency of Dance Instructors in The Training of Malay Court Dance Skills Among Upper Secondary Students at Johor National Art School

Dance pedagogy is a complex and dynamic field of competency that involves various skills and self-appearance. Therefore, dance instructors must widen the scope of their competency to strengthen and improve their level. This research aimed to identify the competency of dance instructors teaching the practical subject of Malay Court Dance based on factors including the components of pedagogy, curriculum, assessment, and professionalism. The data was collected from interviews with the instructors and was analyzed through thematic analysis. The findings indicated that the instructors’ competency level development could be mapped into three dimensions, namely orientation, agent, and competency content. It was concluded that art schools in Malaysia need to develop dance instructors’ competency in terms of (1) 21st-century learning needs, (2) vertical and horizontal knowledge sharing, (3) workshop, study tour, and competition, and (4) standardization of technological development relevant for curriculum, across knowledge, practical, and feeling domains.

Using a Connectedness Cycle to Create a Paradigm Shift in Work and Education

If the global pandemic has taught us one thing, it is that humans have an innate need for connection. Many people sought connections within work communities, neighborhood groups, faith-based groups, communities of like-minded educators, or communities of post-secondary students. Often, these communities took to the internet in order to remain connected, using digital resources and virtual platforms, including social media, that allowed for interpersonal communication and feelings of connectedness. Regardless of the type of community to which members of society strived to belong, or the methods chosen in an attempt to maintain connectedness, this need for connection was, and is, inherent to all of society. The purpose of this chapter is to present the notion of the connectedness cycle, clarify its subcomponents, and provide clear and specific examples and strategies as to how connection can create a paradigm shift in both the workplace and in education environments.