Education and Technology in Sciences—Selected Papers of CISETC 2021 Conference

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (15 August 2023) | Viewed by 8633

Special Issue Editors


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Guest Editor
Vicerectorado de Investigación, Universidad Católica de Santa María, Arequipa, 04001, Perú
Interests: STEAM education; computational thinking educaction; science teaching; technologies in education

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Guest Editor
Emma Eccles Jones College of Education and Human Services, Utah State University, Utha, UT 84322, USA
Interests: identity; connective ethnography; virtual worlds; social networking sites; computer science education

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Guest Editor
Centro de Formación e Investigación en Enseñanza de las Ciencias (CeFIEC), Universidad de Buenos Aires, Argentina, C1426BDG, Argentina
Interests: didactics of science; philosophy of science in science education; science teacher education; modelling and argumentation in science teaching

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Guest Editor
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, China
Interests: IT in mathematics education; programming for computational thinking development computational thinking; education policy on technology-transformed education

Special Issue Information

Dear Colleagues,

This Special Issue will be developed within the framework of the International Congress of Education and Technology in Sciences—CISETC (http://www.usat.edu.pe/cisetc2021/), whereby the best articles that are presented will be asked for an extended version.

The CISETC will receive articles grouped as follows:

  1. Didactics in STEAM, oriented to the teaching of Science, Technology, Engineering, Art and Mathematics at all educational levels.
  2. Development and use of technologies for STEAM education, considering the influence of technology in educational and pedagogical processes. Here, you will find the articles presented on the development of technologies and the use of technologies to favor the achievement of learning within the framework of STEAM education.

Prof. Dr. Klinge Orlando Villalba-Condori
Prof. Dr. Deborah A. Fields
Prof. Dr. Agustin Aduriz-Bravo
Prof. Dr. Siu-Cheung Kong
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEAM education
  • science didactics
  • science teaching
  • science learning
  • mathematics teaching
  • chemistry teaching
  • biology teaching
  • technology in education
  • computational thinking
  • mathematical modeling

Published Papers (3 papers)

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12 pages, 291 KiB  
Article
Perceptions about the Assessment in Emergency Virtual Education Due to COVID-19: A Study with University Students from Lima
by Iván Montes-Iturrizaga, Gloria María Zambrano Aranda, Yajaira Licet Pamplona-Ciro and Klinge Orlando Villalba-Condori
Educ. Sci. 2023, 13(4), 378; https://doi.org/10.3390/educsci13040378 - 07 Apr 2023
Viewed by 1331
Abstract
The COVID-19 pandemic forced a large section of Peruvian universities to design systems for emergency virtual education. This required professors to quickly learn how to use teaching platforms, digital tools and a wide range of technological skills. In this context, it is remarkable [...] Read more.
The COVID-19 pandemic forced a large section of Peruvian universities to design systems for emergency virtual education. This required professors to quickly learn how to use teaching platforms, digital tools and a wide range of technological skills. In this context, it is remarkable that formative assessment may have been the pedagogical action with the greatest number of challenges, tensions and problems, due to the lack of preparation of many professors to apply performance tests and provide effective feedback. Given this, it is presumed that these insufficiencies (previously exhibited in face-to-face education) were transferred to virtual classrooms in the framework of the health emergency. A survey study was carried out on 240 students from a private university in Lima to find out their perceptions and preferences regarding the tests that their professors administered in the virtual classrooms. It was found that the students were assessed, for the most part, with multiple choice tests. In addition, it was found that the students recognized that the essay tests were the most important for their education, but they preferred multiple choice tests. Finally, it was found that law school students were mostly assessed with essay tests and psychology students with oral tests. Full article
18 pages, 849 KiB  
Article
Bachelor of Education Science Students’ Beliefs, Perceptions, and Experiences of Online Learning during the COVID-19 Pandemic: A Case of Disadvantaged Students
by Lydia Mavuru and Sam Ramaila
Educ. Sci. 2022, 12(12), 883; https://doi.org/10.3390/educsci12120883 - 01 Dec 2022
Cited by 1 | Viewed by 1906
Abstract
This study examined Bachelor of Education science students’ beliefs, perceptions, and experiences of online learning during the COVID-19 pandemic. The investigation adopted an explanatory mixed method research design and involved purposively selected students enrolled for Bachelor of Education degree specialising in Physical and [...] Read more.
This study examined Bachelor of Education science students’ beliefs, perceptions, and experiences of online learning during the COVID-19 pandemic. The investigation adopted an explanatory mixed method research design and involved purposively selected students enrolled for Bachelor of Education degree specialising in Physical and Life Sciences at a South African university. These students came from rural areas, townships, and informal settlements, which are characterised by a myriad of socio-economic challenges. These challenges have profound implications for students’ resilience within the higher education sector. The study was underpinned by Technology Ac ceptance Model as the theoretical framework. Quantitative data was collected through administration of a questionnaire while qualitative data was collected through semi-structured interviews. Quantitative and qualitative data were analysed using SPSS and Atlas.ti, respectively. Findings showed that the students struggled to acquire appropriate digital devices and to access internet connectivity amongst other challenges because of their socio-economic backgrounds. They however demonstrated resilience through successful completion of their studies in the face of these critical challenges. Notwithstanding their socio-economic backgrounds, the students competed favourably with their peers from privileged backgrounds. The study has important implications for the alleviation of existing socio-economic disparities within the South African higher education system. Full article
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26 pages, 1267 KiB  
Systematic Review
A Qualitative Systematic Literature Review on Phonological Awareness in Preschoolers Supported by Information and Communication Technologies
by Fiorela A. Fernández-Otoya, Manuela Raposo-Rivas and Ana X. Halabi-Echeverry
Educ. Sci. 2022, 12(6), 382; https://doi.org/10.3390/educsci12060382 - 31 May 2022
Cited by 3 | Viewed by 3672
Abstract
This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this [...] Read more.
This review is a systematic literature review (SLR) with the aim of advancing the state of the art in Phonological Awareness in preschoolers (4–6 years) by means of Information and Communication Technologies (ICT). The SLR provides an important guide to newcomers to this domain and researchers who seek a structured body of knowledge in the subject for gaining new, important insights. Searches were carried out in the indexed database Scopus© between June and July 2020. Among the inclusion and exclusion criteria were studies reported in English, Spanish and Portuguese, updated electronic documents from the last ten years and studies cited by others at least once, except for those with publication acknowledgement after 2017. To complete the task, a triangulation assessment was made among three researchers using the same tool developed in Microsoft Excel©, in which the search terms, the search strings, inclusion and exclusion criteria and the study collection process were systematized along with a word cloud of keywords to improve the systematic feature of the SLR. Fifty-nine (59) scientific articles were selected and from those, 24 articles met the experts’ criteria. The method included: (1) search and selection of terms; (2) inclusion and exclusion criteria; (3) the searching process; and (4) reporting study collection. The SLR synthesis reported in this paper is a novel contribution built on two conceptual categories: Computer assisted learning systems (CAL) and Computer assisted instruction systems (CAI) which frame works on Phonological Awareness processes with Preschoolers and provide an appraisal of the results to advance knowledge of systematic reviews of preschoolers’ phonological awareness strictly supported by ICT. Full article
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