Teaching and learning calculus: What can be learned from education research and curricular changes in France?

2001 ◽  
pp. 1-15
Author(s):  
Michèle Artigue
Keyword(s):  
Education Research ◽  
Teaching And Learning

A Worthy Endeavor

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Significant Time ◽  
Traditional Research ◽  
Time And Energy

Chapter 0 calls for wide participation in the scholarship of teaching and learning (SoTL) by faculty at all types of institutions, including faculty active in traditional research. The chapter provides examples of many well-known scientists, engineers, and mathematicians who eventually devoted significant time and energy to improving education in their disciplinary fields. While acknowledging the difficulty of doing both traditional research and SoTL, it cautions against ruling out the possibility of undertaking a scholarly study of learning simply because of lack of expertise in education research. Numerous benefits that may accrue to instructors who do investigate learning in their own classrooms are described.

Research landscape of smart education: a bibliometric analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kam Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Education Research ◽  
Bibliometric Analysis ◽  
Teaching And Learning ◽  
Content Type ◽  
Work Related ◽  
Research Collaborations ◽  
Emerging Trends ◽  
The Usa ◽  
Smart Education ◽  
Smart Technologies

Purpose This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

scholarly journals How Undergraduate Students Learn Atmospheric Science: Characterizing the Current Body of Research

2021 ◽  
pp. 1-33
Author(s):  
Peggy McNeal ◽  
Wendilyn Flynn ◽  
Cody Kirkpatrick ◽  
Dawn Kopacz ◽  
Daphne LaDue ◽  
...  
Keyword(s):  
Science Education ◽  
Education Research ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Atmospheric Science ◽  
Preliminary Evidence ◽  
Science Education Research ◽  
Innovative Teaching ◽  
Education Literature ◽  
Literature Base

AbstractEducators can enrich their teaching with best practices, share resources, and contribute to the growing atmospheric science education research community by reading and participating in the scholarship of teaching and learning in atmospheric science. This body of scholarship has grown, particularly over the past fifteen years, and is now a sizable literature base that documents and exemplifies numerous teaching innovations in undergraduate atmospheric science education. This literature base benefits the entire atmospheric science community because graduates of atmospheric science programs are better prepared to enter the workforce. This literature base has not yet been examined, however, to see how well the evidence supports education practices in the atmospheric science education literature. In this study, we characterized that evidence and show that the majority of papers we reviewed share education innovations with anecdotal or correlational evidence of effectiveness. While providing useful practitioner knowledge and preliminary evidence of the effectiveness of numerous innovative teaching practices, opportunities exist for increasing readers’ confidence that the innovations caused the learning gains. Additional studies would also help move conclusions toward generalizability across academic institutions and student populations. We make recommendations for advancing atmospheric science education research and encourage atmospheric science educators to actively use the growing body of education literature as well as contribute to advancing atmospheric science education research.

Book Review: Reconsidering Affect in Mathematics Education

2017 ◽  
Vol 48 (1) ◽  
pp. 106-110 ◽  
Author(s):  
Amanda Jansen ◽  
Joseph DiNapoli ◽  
Kristin McKenney
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Short Period ◽  
Mathematics Educators ◽  
Affective Constructs

Mathematics educators incorporate affective constructs into their research as they seek to understand phenomena related to teaching and learning. Some prominent findings in mathematics education research suggest that beliefs provide explanations for some perplexing behaviors. For instance, if students stop working on a challenging task after a short period of time, one explanation may be that they believe that if you understand mathematics, you can solve problems in 5 minutes or less (Schoenfeld, 1988).

scholarly journals Review of Influential Articles in Surgical Education: 2002–2012

2013 ◽  
Vol 5 (2) ◽  
pp. 219-226 ◽  
Author(s):  
Max V. Wohlauer ◽  
Brian George ◽  
Peter F. Lawrence ◽  
Carla M. Pugh ◽  
Erik G. Van Eaton ◽  
...  
Keyword(s):  
Education Research ◽  
Surgical Education ◽  
Teaching And Learning ◽  
Information Needs ◽  
English Language ◽  
Web Of Science ◽  
Surgical Simulation ◽  
Specialty Choice ◽  
Resident Assessment ◽  
Number Of Citations

Abstract Background Exploring the trends in surgical education research offers insight into concerns, developments, and questions researchers are exploring that are relevant to teaching and learning in surgical specialties. Objective We conducted a review of the surgical education literature published between 2002 and 2012. The purpose was 2-fold: to provide an overview of the most frequently cited articles in the field of surgical education during the last decade and to describe the study designs and themes featured in these articles. Methods Articles were identified through Web of Science by using “surgical education” and “English language” as search terms. Using a feature in Web of Science, we tracked the number of citations of any publication. Of the 800 articles produced by the initial search, we initially selected 23 articles with 45 or more citations, and ultimately chose the 20 articles that were most frequently cited for our analysis. Results Analysis of the most frequently cited articles published in US journals between the years 2002–2012 identified 7 research themes and presented them in order of frequency with which they appear: use of simulation, issues in student/resident assessment, specialty choice, patient safety, team training, clinical competence assessment, and teaching the clinical sciences, with surgical simulation being the central theme. Researchers primarily used descriptive methods. Conclusions Popular themes in surgical education research illuminate the information needs of surgical educators as well as topics of high interest to the surgical community.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

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