This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.
Understanding attitudes toward environmental technologies appears essential because of the need for profound societal changes associated with using new technologies to protect the environment. However, a lack of research investigating the attitudes of preservice science teachers toward environmental technologies exists in the current research literature. Therefore, this study aimed to examine preservice teachers' attitudes toward environmental technologies. A total of 196 students enrolled in a large Russian public university formed the participants of this research. Researchers used a scale for data collection. We administered the scale to the participants in the spring semester of the 2022 year. This scale included three sub-dimensions and 24 items. We analyzed pre-service teachers' attitudes in age, branch, and gender. The results showed that the developed scale consisted of three dimensions: positive, benefit, and negative. The results demonstrated that the participants in this research demonstrated moderate and low mean scores regarding the positive aspects of environmental technologies. The participants also demonstrated very positive attitudes regarding the benefits of environmental technologies. Regarding the negative aspects of environmental technologies, the participants had the lowest mean scores compared to the other items of the first two factors. The results also revealed some significant differences in participants’ age, branch, and gender. In conclusion, we discuss educational implications for promoting the environmental attitudes of preservice teachers about environmental technologies.
The system analysis of communicative competence of the personality as the phenomena in socio-historical prospect within concepts "the industrial -post-industrial society" is presented in the article. This approach allows to define the reasons of the relevance of communicative competence of the personality of modern society and to prove aspects of its sociological studying. Communicative jurisdiction of the personality is considered as the element of internal interrelations of social system participating in the creation of these interrelations. Communicative competence of the personality of the article is understood as the ability of the personality to the preservation of a sociality using possession of communicative knowledge, norms and values. In the article, it is shown that communicative competence of the personality of different types of society's functions based on the system properties defining the type of the corporation and provides reproduction of the corporation of this type. For industrial society system property is a division of labor, for post-industrial -uncertainty, autonomy and reflexivity of bothseparate elements, and social system in general. The conclusion that to investigate the communicative competence of the personality is drawn it is represented significant taking into account her these characteristics.
The conditions of the COVID-19 pandemic have led to difficulties in teaching students majoring in psychology, and the need to develop recommendations for universities to improve the system of distance learning at higher education institutions. Training of practical psychologists requires mandatory full-time participation in sessions of psychological counseling, passing supervision, familiarization with the leading areas of psychological counseling and psychotherapy, psychodiagnostics, and psychocorrective measures. These aspects are complicated by the restrictions caused by the pandemic, which complicates also the subsequent internship based on psychological centers, and the need to conduct practical training courses in a remote format. The purpose of the present research is to identify opportunities to improve the efficiency of distance learning for students majoring in psychology as well as university teachers in the context of the pandemic. The developed recommendations will be useful for improving the learning process of students of psychological specialties at higher education institutions. The proposed recommendations concern changes in the schedule of the university curriculum, and providing qualified support to teachers and students from the university’s psychological service and administration, implementing master classes for university practitioners, providing free access to video recordings of sessions of leading psychology consultants, as well as free practical online conferences and webinars of professional psychological and psychotherapeutic communities.
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