Academic literature on the topic 'Social sciences Study and teaching (Secondary) Australia'

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students. Keywords: meaningful learning, outdoor study, psychological theories. References Agra et al. (2019). Analysis of The Cocept of Meaningful Learning in Light of The Ausubel’s Theory. Rev Bras Enferm 72(1), 248-255. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (Translate. Priantoro, A.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Arsyad, A. (2014). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada. Badakar, C.M et al. (2017). Evaluation of The Relevance of Piaget’s Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study. Int J Clin Prediatr Dent. 10(4), 356-350. Becker et al. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Student’s Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health 14(5), 485 1-20. Boyes, M & Potter, T. (2015). The Application of Recognition-Primed Decision Theory to Decisions Made in An Outdoor Education Contect. Australian of Outdoor Education 18(1), 2-15. Cooper, A. (2015). Nature and The Outdoor Learning Environtment: The Forgotten Resource in Early Childhood Education. International Journal of Early Chilhood Environmental Education 3(1), 85-97. Cresswell, J.W. (2016). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar. Dillon, J. et al. (2017). Toward a Convergence between Science and Environmental Education. Abigdon: Taylor & Francis. Ensar, f. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education 2(2), 34-39. Erika, S. & Satu, U. (2018). Transformational Elements for Learning Outdoors in Finland: A Review of Research Literature. International Journal of Research Studies in Education 7(3), 73-84. Gilchrist, M., Passy, R., Waite, S. & Cook, R. (2016). Exploring School’s Use of Natural Spaces. Risk,Protection, Provision and Policy 12, 1-24. Ginsburg, H.P & Opper, S. (2016). Piaget’s Theory of Intellectual Development. Kennedy: International Psychoterapy Institute E-Books. Gough, N. (2016). Australian Outdoor (and) Environmental Education Research: Senses of ‘Place’ in Two Constituencies. Journal of Outdoor and Environmental Education 19(2), 1-11. Gunarsa, S.D. & Nigsih, Y. (2014). Psikologi Perkembangan Anak dan Remaja. Jakarta: PT TBK Gunung Mulia. Harsolumakso, A.H et al. (2019). Geology of The Eastern Part of The Volcanic-Kendeng Zone of East Java: Stratigraphy, Structures, and Sedimentation Review from Besuki and Situbondo Areas. Journal of Geology and Mineral Resources 20(3), 143-152. Hebe, H.N. (2017). Towards a Theory-driveb Integration of Environmental Education: The Application of Piaget and Vygotsky in Grade R. International Journal of Environmental & Science Education 12(6), 1525-1545. Levy, D., Peralta, T.M., Pozzi, L., & Tovar, P. (2018). Teachers Multidimensional Role Towards Meaningful Learning: The Potential Value of Interdisciplinary Environments. International Journal for Innovation Education and Research 6(2), 179-187. Miles, B & Mattchow, B. (2015). The Mirror of The Sea: Narrative Identity, Sea Kayak Adventuring and Implications for Outdoor Adventure Education. Australian of Outdoor Education 18(1), 16-26. Moleong, L. (2014). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT. Remaja Rosdakarya. Muhsin, A., Febriany, L.M., Hidayati, H.N., & Purwanti, Y.D. (2015). Material Bambu sebagai Konstruksi pada Great Hall Eco Campus Outward Bound Indonesia. Jurnal Reka Karsa 3 (3), 1-11. Prasetya, S.P. (2014). Media Pembelajaran Geografi. Yogyakarta: Penerbit Ombak. Rowe, N., Dadswell, R., Mudie, C., & Rauworth, M. (2014). Tall Ships Today: Their Remarkable Story. London: Adlard Coles Nautical. Sejati et al. (2017). The effect of Outdoor Study on the Geography Scientific Research Writing Ability to Construct Student Character in Senior High School. Social Sience, Education, and Humanities Research 100, 104-108. Spillman, D. (2017). Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education. Journal of Outdoor and Environmental Education 20(1), 14-24. Sudjana, N. & Rivai, A. (2015). Media Pengajaran Cetakan Ke-12 . Bandung: Sinar Baru Algensindo. Sumarmi. (2015). Model-model Pembelajaran Geografi. Malang: Aditya Media Publishing. Thomas, G.J. (2019). Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia. Journal of Adventure Education and Outdoor Learning 19(3), 242-255. Voogt, J. & Knezek, G. (2015). Guest Editorial: Technology Enhanced Quality Education for All-Outcomes from EDUsummIT 2015. Educational Technology & Society 19(3), 1-4. Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition.Georgina: Galileo Open Learning Materials. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. European Early Childhood Education Research Journal, 23(4), 461–475. https://doi.org/10.1080/1350293X.2015.1087150 Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904 Rowntree, D. (1994). Preparing Materials for Open, Distance and Flexible Learning: An Action Guide for Teachers and Trainers. Kogan Page. https://books.google.com.jm/books?id=6Tf1kH6MQZ0C Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144–151. https://doi.org/10.1177/0165025410378068 Salmivalli, C. (2002). Is there an age decline in victimization by peers at school? Educational Research, 44(3), 269–277. https://doi.org/10.1080/00131880210135331 Saracho, O. (2016). Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education. Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. ARCH GEN PSYCHIATRY, 66(9), 9. Tauber, R. T. (2007). Classroom Management: Sound Theory and Effective Practice. Praeger Publishers. https://books.google.la/books?id=XiQFyR41kysC Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1 Ttofi, M. M., & Farrington, D. P. (2012). Bullying prevention programs: The importance of peer intervention, disciplinary methods and age variations. Journal of Experimental Criminology, 8(4), 443–462. https://doi.org/10.1007/s11292-012-9161-0 Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5, 41–60. UNICEF. (2007). Implementation Handbook for The Convention on The Rights of The Child (3th Edition). UNICEF. Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. https://doi.org/10.1177/0165025408095553 Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: A Review of Current Research Evidence. Educational Psychology Review, 23(3), 329–358. https://doi.org/10.1007/s10648-011-9153-z Vlachou, M., Botsoglou, K., & Andreou, E. (2014). Bullying/Victimization in Preschool Children. https://doi.org/10.13140/2.1.5086.1764 Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161 1, 78–88. Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. I., & Koot, H. M. (2010). Peer Group Affiliation of Children: The Role of Perceived Popularity, Likeability, and Behavioral Similarity in Bullying. Social Development, 19(2), 285–303. https://doi.org/10.1111/j.1467-9507.2009.00544.x Yaşar, M. (2017). Adaptation of General System Theory and Structural Family Therapy Approach to Classroom Management in Early Childhood Education* *. 32.

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 11–12. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30–33. Borowske, K. (2005). Curiosity and Motivation-to-Learn (hal. 346–350). Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. Buday, S. K., Stake, J. E., & Peterson, Z. D. (2012). Gender and The Choice of a Science Career: The Impact of Social Support and Possible Selves. Sex Roles. Diambil dari https://doi.org/10.1007/s11199-011-0015-4 Bustamance, S. A., White, J. L., & Grienfield, B. daryl. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). 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The goal of the study is to contribute to the problem in hand regarding the insufficiently developed digital competencies of teachers of social scientific subjects within the secondary education. The solution to it is based on a precondition that if the teachers will not be digitally competent they will not be able to develop the digital competence of students. This fact can negatively affect their ability to find employment at the labour market of the 21st century, preparedness to further professional education and ability to participate at the lifelong learning. The text at issue solves the problem of digital technology integration into teaching of social sciences, emphasizes multidisciplinary approach to the humanities, social and technological sciences, presents the need of development of teachers´ technical thinking relating to social scientific subjects and specifies common features and differences of the pedagogical and technological sciences. The study is the actual output of the project TAČR (PID: TL 01000192, in the period 02/2018 – 02/2021). It is based on the sub-chapter ”Integration of the digital technology into teaching of social sciences” that will be embodied in the currently prepared monograph “Development of teachers´ digital competencies relating to social scientific subjects at vocational schools”.

Purpose – The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes. Design/methodology/approach – An illustration of the main characteristics of secondary analysis, presenting it as a theory-driven activity where the definition of the research design plays a fundamental role. Findings – This paper extends the secondary analysis approach to the study of the future. The utility of secondary analysis for futures studies is illustrated by means of the presentation of two examples developed in the field of the sociology of religion. Originality/value – The results are useful for those who want to develop sound and robust approaches to the study of social change, taking into consideration the simulation of possible future scenarios.

Abstract This article discusses whether, and to what extent, virtue ethics is covered in the social work ethics curriculum and views of social work ethics educators in Australia. Drawing on a survey of social work ethics curriculum and education, it presents the nature and scope of social work ethics subjects in terms of learning outcomes; overall curriculum content; textbooks used; teaching approaches, challenges and strategies for teaching; and social work ethics educators’ views about teaching virtue ethics. It argues that attention to virtues is largely absent in terms of consciously developing certain qualities and character. The findings, conclusions and implications of the study will be useful to social work researchers, educators and practitioners alike.

The main purpose of this study was to investigate the effectiveness of an intervention strategy in teaching mathematics based on a board game, using the curriculum of mathematics in Greece, called Adapted Analytical Programs (A.A.P.). This research was conducted on secondary students in Greek General Schools over a period of five weeks. One hundred and twenty-four 12-to-13-year-old dyslexic students participated in the study. A pre-test and a post-test with exercises in the chapter of fractions were used to assess the improvement in students’ performance. The assessment showed that this intervention strategy improved dyslexic students’ performance. Τhe results of the research indicate that integrating a board game adapted to mathematics into the secondary school curriculum could have positive effects on dyslexic students.

While Chinese has been taught as a school subject outside of China for decades, there is little research on how Chinese subjects are taught in secondary schools outside of China’s mainland with regard to the use of active learning and the impact of professional development events on teachers’ professional growth in classroom Chinese teaching. This article explored Thai Chinese teachers’ use of active learning methods at public and private secondary schools in the south of Thailand. It also examined the impact of a government-administered Chinese teaching seminar on their professional development. A sequential mixed-methods explanatory design was employed, involving focus group interviews and pre- and post-tests. The phenomenological approach with thematic analysis was used to analyze the qualitative data from the focus group interviews, while the Wilcoxon test was run to compare the pre- and post-test data. Findings revealed the application of active learning with discussion and role-playing activities involving audio-visual materials. The pedagogy of Thai Chinese secondary schools has shifted from knowledge transmission through lectures to knowledge generation and transformation via dynamic learning activities. After attending the seminar, teachers’ comprehension of active learning methods increased considerably (Z = 3.740, p < 0.001). However, teachers expressed concerns over the lack of innovative teaching techniques for teaching Chinese characters and the problems encountered by both students and teachers during the teaching and learning process. This study recommends that Hanban and the Thai Ministry of Education plan their seminars and workshops in a way that allows Thai Chinese instructors to continuously address their students’ and their own deficiencies while they are engaged in active learning activities, and it calls for additional research on the use of active CFL methods in secondary schools outside of China.

The greenhouse effect (GHE) is a concern to everyone on this planet. To understand the GHE, students and citizens need an understanding of the chemical processes underlying this environmental phenomenon. Citizens need to be scientifically literate in relation to this phenomenon in order to participate in democratic decision-making and to take appropriate actions in their daily lives. As the GHE is a global issue it will require collective and individual actions to prepare for the likely climatic changes and to reduce the further impact of the GHE. This study focused on high school students' beliefs about, understandings of the GHE and their intentions to act in ways that would reduce greenhouse gas emissions. Aspects of the GHE that are taught in high school science were also investigated. The study was conducted in five schools each in Western Australia (Australia) and Kerala (India) and data were collected from 438 Year 10 and 12 students representing compulsory and post-compulsory stages of education in both states. Two hundred and thirteen students from Western Australia and 225 students from Kerala completed a questionnaire and a sample of students and heads of science were interviewed. A Propositional Knowledge Statement (PKS) was developed, which is a set of propositions that outline science concepts necessary for an understanding of the GHE in terms of its causes, effects, mechanism and actions that can be taken to reduce greenhouse gas emission. In this study the PKS is considered to be the essential knowledge necessary to interpret the GHE, to take appropriate environmental action, and to make informed decisions as a scientifically literate member of society. The questionnaire and interviews were based on the PKS. The study revealed that high school students strongly believe that the GHE is real and affecting the climate at present and will also affect it in the future. They consider that the GHE is a relatively important social issue and they believe that governments should conduct programmes to raise community awareness and enact strict laws to reduce the release of greenhouse gases. Students' understanding of the GHE is inadequate to make informed decisions and take appropriate environmental actions as a scientifically literate member of society. The majority of students and their families are already taking or are considering taking 10 accepted actions to reduce greenhouse gas emissions by household activities. The majority of students are not prepared to sacrifice their personal comforts or conveniences to reduce greenhouse gas emissions and they have strong reasons for that, however, they believe that governments should enact strict laws to reduce greenhouse gas emissions and should sign the Kyoto protocol. The GHE is not adequately represented in Western Australian and Kerala science and chemistry curricula. The heads of school science departments in Western Australia and Kerala consider that school science should do more to teach the GHE, as it is an important aspect of scientific literacy. An ideal scenario for students’ beliefs about, understanding of the GHE and commitments to take action that would enable individuals and communities to reduce greenhouse gas emission was developed based on the PKS and reports such as lPCC (2001), UNEP (2001), AGO (1999; 2000) and UN (1992). The actual scenario was based on the data from this study. The differences between ideal and actual scenarios were discussed and implications for improving education about the OHE were developed. Information about the curriculum and students' sources of information about the GHE, students' beliefs, understandings and intentions to act were mapped against the theory of reasoned action (Ajzen & Fishbein, 1980).

This study was conducted to determine the affect on comprehension of teaching selected key vocabulary words prior to reading an eleventh grade social studies passage. Four hypotheses were stated and the .05 level of confidence was used as the criterion for acceptance or rejection.Data for the study were collected from 143 students in six eleventh grade social studies classes. All students in the study were asked to read the same social studies passage. Students in the treatment group were given vocabulary instruction; students in the control group were given no vocabulary instruction. Upon completion of the reading assignment all students were asked to answer sixteen multiple choice questions. The questions were classified as vocabulary specific and general.The sum of the means for specific and general questions and the difference between the means of specific and general questions were calculated in order to determine if differences between the treatment group and control group could be attributed to the question type. A multivariate and a univariate analysis were applied to the data collected for the study.Hypothesis 1, which stated that there is no significant difference between the comprehension scores of the social studies class which receives vocabulary instruction and the social studies class which receives no instruction, was rejected. Vocabulary instruction improved scores for students in the treatment group. Hypothesis 2 which stated that there is no significant mean difference among the gains in comprehension scores of the social studies students classified as high, medium, or low was accepted. There was no significant difference in the gains in comprehension for students of varying vocabulary development. Hypothesis 3, which stated that there is no significant mean difference between the number of correctly answered vocabulary specific questions and the number of correctly answered general questions, was rejected. Students scored higher on the vocabulary specific questions. Hypothesis 4 which stated that there is no significant mean difference between the comprehension scores of the male and female social studies students was accepted. The vocabulary instruction did not result in a significant difference in comprehension between male and female subjects.

The major purpose of this study was to determine what differences exist among groups of social studies student-teachers, instructors, and administrators in eight teachers colleges in Northern Thailand regarding their perceptions of the importance of selected social studies teaching competencies.

Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
ID: 029810388; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 135-144).
Ph.D.
Doctorate
Education

This research examined the influence of ability, prior knowledge and knowledge of text structure on expository history text corpora comprehension using a quasi-representative research paradigm. Sixty grade eight students participated in two history units. Hypotheses that ability, prior knowledge and knowledge of text structure would significantly influence performance in terms of the amount and organization of information presented on various measures were supported for the Ancient Man unit only. No interactions between the independent variables arose. The lack of significant findings for the Ancient Egypt unit is explained by poor text corpus organization and weak text structure. The findings suggest that teachers can facilitate students' comprehension of an expository text corpus by providing appropriate background knowledge of content and strategies for recognizing and utilizing text structure. Further, teachers should consider the organization of a textbook or corpus, and when necessary manipulate the materials to improve their structure and comprehensibility.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

This chapter presents the conclusions of the results presented in the previous chapter and the proposals for improvement of the study “Archaeological Museums and the Teaching of History in Formal Education: The Perspective of Teachers and Museum Educators.” The aim of this research is to explore the conceptions held regarding school field trips to museums, the collaboration which is established between museums and schools, and the educational planning of these visits from the perspective of museum educators and pre-school, elementary, and secondary education teachers who visit archaeological museums with their class groups. The conclusions presented here are based on the conceptions of museum educators and teachers regarding museums and school field trips, the type of collaboration established between museums and schools, and how school field trips to archaeological museums are planned. The final section presents certain necessary educational implications in order to optimize the work presented in a prospective manner.

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.

Augmented Reality (AR) has been effectively utilised across a diverse range of industries, including entertainment, medicine, the military, engineering and design. In parallel, AR has irreversibly changed the potential for interaction with the learning object across all education levels and a broad variety of disciplines ranging from the introduction of new concepts in Primary Education to more complex learning in STEM (science, technology, engineering, and mathematics), social sciences and humanities in Secondary and Tertiary Education. Current 21st Century research presents evidence that effective application of AR in education can facilitate effective competence acquisition while strengthening learner motivation and ensuring successful knowledge transfer to new contexts. Because of the swiftly shifting demands of the labour market and the immense potential of technology, the learning environment and context has become fundamental for learning in the 21st Century. Interior design as a field is a balance between creative innovation and the unbreakable bond with the physical reality demanding respect for precision and functionality. Major international companies, such as Amazon, Ikea, Wayfair and Target have been successfully utilising AR since the 2010s. Thus, nowadays, interior design education is unimaginable without incorporating AR technology, as this enables educators to deliver new forms of engaging and addressing interior design. AR permits experimentation without losing the attributes of the physical environment, thus allowing learners to gain more practical and diverse experience. This study addresses the lack of a systematised knowledge base, which is necessary to inform pedagogic and instructional decisions for interior design education at the secondary school level by examining scientific literature and analysing case study experience in order to formulate findings and recommendations for interior design educators and course developers.

This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.

Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities