Contextualising harm in the framework of research misconduct. Findings from discourse analysis of scientific publications

In the present study, we tried to find possible obstacles that Primary and Secondary education teachers face when managing Digital Learning Objects (DLOs) and/or Digital Simulation Tools (DST) in Science. One hundred seventy-six teachers from all over Greece answered the questionnaire. The results showed that the main reason for refusing to deal with DLOs and DSTs is the technological equipment. Also, the lack of adequate training level B 'results in about 25% of teachers not knowing the DSTs and 30% not knowing the DLOs. Factors such as the teaching experience, the specialty, the Pan-Hellenic examinations, the classes they teach, and the number of students they have per class negatively affect the teachers' attitude to get involved with the DLOs the DSTs. Finally, the negative attitude seems to be related to the lack of trust in the curriculum content as teachers prefer to search DLOs and DSTs on the internet connection. Further research with mixed methods of analysis would help to obtain satisfactory results.

Section: Aim and Purpose Of The Researchmentioning

confidence: 99%

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

Poultsakis

Papadakis

Kalogiannakis

et al. 2021

“…Subjects/topics were then sought so that the researchers could connect, understand, select, describe, and interpret the research material, followed by the creation of a thematic map that illustrated the meanings that existed throughout the research material. In this research context, national and international research ethics guidelines were followed, such as the guidelines suggested by Petousi and Sifaki (2020).…”

Section: Discussionmentioning

confidence: 99%

Educational robotics and STEAM in early childhood education

Chaldi¹,

Mantzanidou²

2021

The interest in the future configuration, focusing on the innovative technologies and more specifically on STEAM (Science, Technology, Engineering, Arts, Math), is remarkably increased. The value of STEAM education is undeniable as a means of developing basic skills and competencies of young students improving the learning process, developing communication skills, and solving real-life difficulties. The current research study was completed in the context of an actual learning process, with the view to study educational robotics in kindergarten students to engage them with STEAM education, using the programmable robot Bee-Bot® initially. The didactic intervention was held, which was developed in two phases. More specifically, a sample of 12 children (age range: 5–6 years old) took part in an intensive educational robotics lab for 16 sessions (4 weeks) by using a bee-shaped robot called Bee-Bot®. The results of our current research study revealed that STEAM education could also take place in a speech therapy clinic using the appropriate educational robots. Our young students developed and mastered knowledge in programming and computerizing, and algorithmic thinking with playful mod using educational robots, and they also built their vocabulary and develop communication skills.

“…It also consists of digital material which is appropriately structured (gradually evolving) so that the student will be able to expand, compose and analyze the knowledge he/she has received, in addition to the course material, online sources, and projects, contributing to the learning process as well. In this research context, national and international research ethics guidelines will be followed (Petousi & Sifaki, 2020).…”

Section: Methodsmentioning

confidence: 99%

A transformative educational framework in tourism higher education through digital technologies during the COVID-19 pandemic

Kallou

Kikilia

2021

The rapid development and the integration of emerging technologies are changing the perceptions in all aspects of education. As the current tourism education is considered traditional, changes in learning environments, educational methods, and curricula are required. Additionally, the latest COVID- 19 pandemic developments have led to a new perspective of education through digital technologies, changing how universities perceive the teaching and the learning process. As a result of these circumstances, the transformation of higher tourism education is more than ever a current issue preparing students to face the new challenges that arise. This paper proposes an educational framework using the Transformative Learning Theory and digital technologies, providing a contemporary learning design, and offering flexible use of many digital technologies and tools, leading to the development of tourism students according to the needs of modern society. It can also lead to the transformation of dysfunctional beliefs and assumptions of tourism students to be more functional and thrive. Implementing the educational framework can lead to the upgrade of the provided tourism education and its transformation, leading to a higher quality of the tourism services.