Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
In today's rapidly advancing world, scientific literacy is becoming increasingly crucial. The ability to understand and critically evaluate scientific information is a key skill for navigating an increasingly complex and technology-driven society. Developing scientific literacy not only boosts individual knowledge but also promotes 21st-century skills such as critical thinking, problem-solving, and communication. Scientific literacy is more than just knowing scientific facts, it involves understanding the nature of science, how scientific knowledge is generated, and how it can be applied to real- world problems. It includes knowing how scientific research is conducted, such as forming hypotheses, testing them, gathering and analyzing data, and drawing conclusions. Inquiry-based learning engages students in exploring scientific phenomena, examining evidence, performing experiments, and drawing conclusions. This hands-on approach to learning fosters critical thinking and problem-solving skills. Scientific literacy has far-reaching implications for society. It can impact individuals, communities, and the world by promoting social justice. By empowering individuals to advocate for evidence-based policies, scientific literacy addresses inequities in healthcare, education, and environmental justice. Scientific knowledge helps identify and address systemic issues that perpetuate social disparities. By leveraging these resources and insights, educators, policymakers, and individuals can work together to foster scientific awareness and equip future generations with the knowledge and skills they need to succeed in the 21st century.
This paper examines online collaboration between small rural primary schools in New Zealand, focusing on principals' perspectives. Through semi-structured interviews with eight principals involved in the Virtual Learning Network (VLN) Primary, the study explores the benefits, challenges, and key factors for successful collaboration. The findings indicate that online collaboration can provide professional support, workload relief, and expanded learning opportunities for students. However, challenges include varying expectations across schools and tensions between centralized online learning and local curricula. The study highlights the importance of shared understanding, time commitment, equity in contributions, and strong leadership for effective collaboration. It also discusses the principals' mixed experiences with the Communities of Learning, Kahui Ako initiatives. The research contributes to understanding how rural schools can leverage technology and professional networks to enhance educational opportunities, offering insights for school leaders and policymakers on fostering successful collaborative networks in rural education settings.
This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to- face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.
Video game addiction is a global phenomenon. A high level of addiction leads to detrimental effects on the social, educational, and psychological aspects of the students. The objective of this study is to examine the relationship between videogame addiction and the academic performance of senior secondary students. For this, the study has used the descriptive survey-correlational method, and 160 participants were selected using the snowball sampling technique. A standardized tool was adopted to collect the data from the participants. The results of this study demonstrated that 16% of students have a very high level of addiction, 26.66% have a have a high level, 33.33% have an have an average level, 16% have a have a low level, and 8% have a videogame addiction. Correlational analysis explains the negative association that occurs between videogame addiction and academic performance of senior secondary students, and gender, living area, and academic streams were significant predictors of videogame addiction.
STEM education plays a critical role in preparing individuals for the challenges of a rapidly evolving technological world. This paper explores various methods for evaluating and improving STEM education to ensure its effectiveness and relevance in contemporary society. The methods discussed include teacher training and professional development, expansion of resources and infrastructure, curriculum enhancement with a focus on practical learning and innovation, fostering industry-education partnerships, and providing financial support through scholarships and grants. These strategies aim to address the growing demand for skilled professionals in STEM fields and contribute to national and global competitiveness. Evaluation of these methods involves assessing their impact on student engagement, achievement, and readiness for real-world applications. By implementing comprehensive evaluation frameworks and continuously refining educational practices, STEM education can better meet the needs of learners and prepare them for future success in diverse technological landscapes.
