Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
Impact of Computer Technology on Design And Craft Education
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
In Biotechnology industry, training is the only way to nourish the scientific and technical skills of the key employees. There are numerous ways to train the employees through theoretical and practical knowledge-based training modules for Inhouse training, On-job training, task-specific training, hands-on training, external training, refresh training, combined Inhouse and On-job training, etc. The Training Cycle is a part of training that plays a crucial role in designing, conducting, and implementing exclusive and customized training modules. It contains various steps, such as identifying deficiencies, designing inputs and outputs, and identifying the learning strategy and effectiveness of the training module, and should be evaluated through a simple grading method. Based on the available literature, trainees can improve their subject knowledge through successive training sessions. In the pandemic spreading of COVID-19, the author has an opinion on how to design and execute their training modules effectively for upgrading the scientific and technical skills of key employees in biotechnology industries like production and quality control departments. Therefore, it is suggested that they may design, conduct, and implement their developed and customized training modules for the key employees of the production and quality control departments of any biotech industry. The industries can use these training modules effectively, as described in this article. It can also be a versatile tool for developing exclusive, customized, and effective training modules.
The aim of this study is to determine the effect of teaching based on mathematical modeling on the students' academic achievement in mathematics and science education through meta-analysis. In this study, experimental studies carried out in the national and international literature were included in the meta-analysis. As a result of the literature review, 23 studies were obtained. The effect sizes were combined according to the random-effects model. As a result of the metaanalysis, the common effect size for academic achievement was calculated as 0.976 with a 95% CI of [0.742, 1.205]. It has been determined that mathematical modeling applications have a "large" effect on the students' academic achievement. As a result of the moderator analysis, it was determined that the effect sizes differed significantly according to the education level and course type but did not show a significant difference according to the research method, research design, and statistical test type. In addition, it was determined that the size of the class and the duration of the experimental procedure were not significant predictors of the effect sizes. According to these results, it can be said that teaching based on mathematical modeling can be an effective method of improving the academic achievement of students in science and mathematics education.
The recent advancement of digital technologies has triggered a prominent shift within the field of language education. Considering the teachers' vital roles in adopting modern instructional technologies, this study investigates in-service EFL teachers' TPACK self-efficacy levels, explores the relationship between their TPACK self-efficacy levels and their demographic features and perceptions towards Web 2.0 technologies. Employing a mixed method design, the study collected quantitative and qualitative data in two phases. The quantitative data was collected through an online survey with 227 EFL teachers from various schools. Following the first phase, seven voluntary teachers were interviewed. The findings suggested that participants had a high level of content knowledge, pedagogical content knowledge and pedagogical knowledge, but they reported a relatively low level of self-esteem when the knowledge of technology was included. Furthermore, statistically significant differences were found between the teachers' TPACK self-efficacy levels and their educational level, school type, perceived digital literacy levels and previous INSET experience on Web 2.0 technologies. A positive and high level of correlation between TPACK self-efficacy of EFL teachers and their Web 2.0 selfperceptions was also reported. Semi-structured interviews demonstrated that despite their favorable perceptions towards Web 2.0 technologies, EFL teachers do not amply utilize Web 2.0 tools in teaching mainly due to their inadequate technological and technological pedagogical knowledge.
This study aims to reveal online education research trends in science education through content analysis and to examine the bibliometric structure of articles on online education in science education. A total of 68 articles were accessed from the Web of Science database for bibliometric mapping analysis, and all articles published without a year limit were included for content analysis. The data set was analyzed in the Web of Science database and the VOS viewer program. Science education, e-learning, distance learning, and online education were found to be the most used keywords in 71 publications produced between 1992 and 2022. Among these keywords, it stands out that e-learning is used in more recent publications. When the distribution of articles by year is examined, it is seen that there was an increase in publications according to the years, but the peak is in 2020 and 2021 due to the impact of the COVID-19 pandemic. The most cited journals were Computers & Education, Science Education, Journal of Research in Science Teaching, and International Journal of Science Education.
The purpose of the current study is to investigate the impact of the COVID-19 pandemic on the education sector in China and Bangladesh. This research employs document analysis technique to represent the context. The majority of the research articles used in this study are chosen from well-recognized platforms (i.e., Web of Science, Scopus, Science Direct, PubMed, EBSCOhost and Google Scholar). The findings of this paper illustrate that the pandemic has shaken the education system across the world. The COVID-19 pandemic forced to shut down many educational institutions, which temporarily displaced millions of students across the world. Undoubtedly, the COVID-19 pandemic revealed a direct relationship to reduced learning possibilities of many students in Bangladesh. On the contrary, the COVID-19 pandemic has revealed a new learning dimension across the world. However, the pandemic threatens mental health and throws questions regarding the effectiveness of online education in many nations, e.g. Bangladesh, and China. This study adds notable value to the existing literature by recommending some visionary guidelines for the education stakeholders.
