Education Sciences

This study focuses on the use of photovoice (PV) as a pedagogical technique in university classrooms, specifically in social sciences. It aims to provide scientific evidence for the use of PV as an active methodology that promotes participation, the development of critical thinking and the understanding of theoretical concepts. However, there is still very little evidence to suggest how this methodology is most appropriately used. This exploratory study compares inductive and deductive PV, utilizing the variables of academic performance, perceived self-efficacy and satisfaction with the performed activity. A total of 254 students participated in the study, 128 of whom performed the deductive PV activity and 126 of whom performed the inductive one. The results demonstrate that the inductive approach more positively influences student learning; therefore, it is considered a good learning methodology that improves their understanding of theoretical concepts. It helps students to critically analyze their surrounding reality.

Over the past decade, the mathematical performance of at-risk students has not improved and has, in fact, declined since 2020. Conceptual Model-Based Problem-Solving (COMPS) strategies have been studied by researchers in and outside of the U.S. To date, there is no systematic review evaluating this body of research. The purpose of this study was to conduct a systematic review evaluating the quality and evidence base of research studies that utilized COMPS strategies in helping students learn mathematics. A total of 20 studies involving students with disabilities or learning difficulties in mathematics, with grade levels ranging from third to eighth grade, were included in this review. We used Council for Exceptional Children quality indicators and What Works Clearinghouse standards to evaluate the methodology rigor of this body of research and determine the evidence base of the COMPS strategies. The results of this systematic review of the evidence base indicate that COMPS is an evidence-based practice particularly based on the single-case design studies identified in this review. Implications for future research and practices are discussed in the context of paradigm shifts in mathematics teaching and learning.

With support from European funding, a digital picture book library was developed to assist families with limited access to age-appropriate books in a familiar language. This study examines how a multilingual group of families engaged with the library. Specifically, it investigates the frequency of visits, the range of titles accessed, the extent of rereading, the navigational strategies used to support comprehension, and the languages chosen during reading. Log data were collected over approximately four months in two kindergarten groups (28 users) and one childcare center serving 3-year-old children (48 users). About one-third of participants read at least one complete book, although most did so only once or a few times. Among families who used the library more consistently, all titles were accessed, and many were reread. Some users showed remarkable navigation patterns: they repeatedly revisited early scenes, suggesting a self-guided strategy for building familiarity before progressing through the story. Despite the multilingual backgrounds of the families, books were read predominantly in the societal language. Overall, the findings suggest that the digital library is appealing to families and, when implemented on a broader scale, has the potential to support the language development of a substantial number of children.