Correction to: Computational Thinking Integration into Science Classrooms: Example of Digestive System

Journal of Science Education and Technology -     

Student Engagement in a Flipped Secondary Mathematics Classroom

International Journal of Science and Mathematics Education - Many students are becoming increasingly disengaged in school, particularly in mathematics. This is an important problem as lack of...     

How Should We Measure Psychological Resilience in Sport Performers?

Psychological resilience is important in sport because athletes must constantly withstand a wide range of pressures to attain and sustain high performance. To advance psychologists’ understanding of this area, there exists an urgent need to develop a sport-specific measure of resilience. The purpose of this article is to review psychometric issues in resilience research and to discuss the implications for sport psychology. Drawing on the wider general psychology literature to inform the discussion, the narrative is divided into three main sections relating to resilience and its assessment: adversity, positive adaptation, and protective factors. The first section reviews the different ways that adversity has been measured and considers the potential problems of using items with varying degrees of controllability and risk. The second section discusses the different approaches to assessing positive adaptation and examines the issue of circularity pervasive in resilience research. The final section explores the various issues related to the assessment of protective factors drawing directly from current measures of resilience in other psychology sub-disciplines. The commentary concludes with key recommendations for sport psychology researchers seeking to develop a measure of psychological resilience in athletes.     

The impact of game-based learning (GBL) on students’ motivation,engagement and academic performance on an Arabic language grammar course in higher education

Education and Information Technologies - The objective of this study was to evaluate the impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an...     

The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning

We argue that beyond metaphors, according to which learning is a process of knowledge acquisition by individual learners (a “monological” approach) or participation to social interaction (a “dialogical” approach), one should distinguish a “trialogical” approach, i.e., learning as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively. The third metaphor helps us to elicit and understand processes of knowledge advancement that are important in a knowledge society. We review three approaches to knowledge-creation, i.e., Bereiter‘s knowledge-building, Engeström‘s expansive learning, and Nonaka and Takeuchi‘s organizational knowledge-creation. We give a concise analysis of the trialogical character of the knowledge-creation approach, and illustrate how the third metaphor may be applied at the school level.     

A multilevel modeling approach to investigating factors impacting computer and information literacy: ICILS Korea and Finland sample

Education and Information Technologies - With the rapid technological advancements, schools and teachers have great responsibilities to educate students with regard to technological...