Take Action: Give A Hope to Minimize Inequality!

From equality to inequality, the equilibrium point fluctuates all the time. How to balance and minimize the negative impact of inequality on the individual’s socioeconomic, educational, psychological, and overall health is critical. Even it is of extremely difficult to realize the real equality, it is still worthwhile to take action to minimize the inequality.

The Impact of the COVID-19 Crisis on The Role of Mothers Towards Their Disabilities Children

The Coronavirus Disease 2019 (COVID-19) crisis has affected Saudi women's daily lifestyle, contributing significantly to increasing pressure on women to have multiple roles both at home and at work. The study therefore aimed to identify the role of women towards their children with disabilities during the COVID-19 epidemic crisis by identifying their roles towards their children with disabilities in the educational, psychological and social aspect. The study used the quantitative approach (social survey). The sample of the study consisted of (336) Saudi mothers of children with disabilities in the southern region of Saudi Arabia with an average age of (35.8) years. A questionnaire was built to identify the role of Saudi women towards their disabled children during the crisis and was developed by the researcher. The results indicated that the role of Saudi women towards their disabled children during the COVID-19 epidemic crisis was of a high level in all areas of practice for the tool. The analysis of the data to answer the main question in the study also revealed the importance of the educational, psychological and social role of Saudi women towards their children with disabilities during the COVID-19 epidemic crisis within the family. In light of these findings, the study recommended the importance of urging responsible people to provide a range of rescue and stimulus packages that also include social protection measures, seeking to empower Saudi women in all sectors of society, and providing them with all means of support to help them achieve their role in society in general.

A Perspective on the Educational Psychological Value of Jurassic Park and Similar Films for Bioethics Discussions

This paper, with recommendations for teachers and teacher educators, discusses the Jurassic Park science-fiction series with a parallel mention of the Night at the Museum trilogy addressing the educational value of this subgenre of film for bioethics discussion in social studies classes. These film series were selected for analysis because of their long-standing popularity, especially Jurassic Park that has continued as a series for over three decades. As such, this paper posits that representations of anthropology, archaeozoology, and related fields in popular entertainments films can be motivational for students to explore these careers for themselves or at least develop and interest in studying bioethics as an important discussion in social studies and science.

Correction of Convicts in Operational, Educational and Psychological Work of Penitentiary System

The article deals with the ways to achieve the goal of the penal legislation — the correction of convicts — from the point of view of educational, psychological and operational work. The authors prove their findings by providing statistics for 2020. The authors pay attention to the fact that the main goal of a penitentiary system is to correct a convict. If so, then failure in achieving this goal only leads to the isolation of the criminogenic subject from society for a certain period of time, but after leaving places of imprisonment, people commit crimes again. Due to the fact that convicts have changed over the past few decades, the authorized bodies and officials need to work precisely in accordance with the characteristics of the “today's” convict. Thus, the most common crimes leading to imprisonment nowadays are various types of theft and injury as well as drugs and psychotropic substances trafficking. The authors attempted to outline some topical issues in operational, educational and psychological work of the penal system bodies.

Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions

Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers ( n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.

Perkembangan Kognitif Anak Usia Dini Penyandang Disleksia: Studi Kasus Pada Lembaga Pendidikan Di Indonesia

Dyslexia is a disorder of the nervous system that is characterized by difficulty recognizing words both reading, spelling, understanding symbols and distinguishing letters. Dyslexic children experience barriers to cognitive development. Children tend to be slow in thinking and hard to understand things like counting, analyzing and understanding words. Some factors that cause children to experience dyslexia are educational, psychological and biological factors. But the main thing is neubiological factors or the brain. This is due to poor connectivity in the function of parts of the brain, namely the brocas, frontal lobe and cortex. Therefore parents or teachers need to implement appropriate strategies or handling methods so that the child's cognitive abilities can develop properly.

Where do pre-service teachers' educational psychological misconceptions come from?

Previous research has found a high prevalence of some (educational) psychological misconceptions (i.e., incorrect but often popular assumptions that contradict results from psychological research) among (pre-service) teachers. However, the number of topics that have been investigated is limited. Additionally, knowing the sources of misconceptions might be helpful for rebutting them. Furthermore, anecdotal evidence has been found to be important for informing (pre-service) teachers' practice, but personal experiences also are among the main sources of misconceptions. Therefore, we hypothesized that pre-service teachers would predominantly view sources of anecdotal evidence as the origin of their educational psychological beliefs in general and the main source of their misconceptions in particular. In an online survey (with correlational and quasi-experimental elements) of N = 836 pre-service teachers, we found that educational psychological misconceptions were less prevalent than expected but that pre-service teachers indeed mainly based their beliefs on sources of anecdotal evidence (personal experiences and narratives from other people) and that these nonscientific sources turned out to be the main sources of their misconceptions (comparison with scientific sources: d = 0.19 and d = 0.23). Furthermore, referring more to sources of anecdotal than scientific evidence (research and lectures) was associated with undesirable aspects, that is, more misconceptions ( d = 0.21) and less reduction of misconception endorsement through empirical refutation-style information ( d = 0.30) but not with a lower judgment of the view that it is possible to examine educational psychological topics scientifically. In sum, our results indicate that basing one's beliefs more on sources of anecdotal than scientific evidence is associated with outcomes that stand in contrast to evidence-based education. Future research should investigate why pre-service teachers concentrate on sources of anecdotal evidence, how to make sources of scientific evidence more tempting, and whether counteracting misconceptions by showing the downside of nonscientific sources is effective.