scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

scholarly journals Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 71
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Science Teachers ◽  
Teaching Practices ◽  
Methodological Approach ◽  
Linguistic Analysis ◽  
Semantic Fields ◽  
Language Behavior ◽  
Technological Context ◽  
Key Factor ◽  
Comprehensive Picture ◽  
Depth Interviews

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.

Linguistic Analysis of Science Teachers' Narratives Using AntConc Software

2020 ◽  
pp. 211-230
Author(s):  
Yulia Muchnik-Rozanov ◽  
Dina Tsybulsky
Keyword(s):  
Computational Linguistic ◽  
Science Teachers ◽  
Large Data ◽  
Digital Age ◽  
Linguistic Analysis ◽  
Emotion Words ◽  
Linguistic Markers ◽  
Semantic Fields ◽  
Language Behavior ◽  
Study Participants

This chapter presents the linguistic analysis of science teachers' narratives regarding their worldviews in the digital age and their views of technology. The analysis was performed using Laurence Anthony's software AntConc, which is suitable for analyzing large data corpora. The language behavior of the following groups of teachers was analyzed by exploring three distinctive linguistic markers: personal pronouns to study participants' foci of attention; emotion words, to measure the extent of their emotional immersion in the discourse; and semantic fields of specific word collocations. The results, based on the variations in the language behavior, indicated differences between the three groups of teachers' worldviews. In addition, the examination of the degree of descriptive elaboration, expressed through the use of sense, motion, and exclusion words, revealed similar levels of truthfulness in all three groups. The linguistic analysis, enhanced by various computational linguistic technologies available through the AntConc software, made it possible to identify implicitly conveyed thoughts and feelings, thereby affording a better understanding of complex education-related processes and phenomena.

scholarly journals Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Outi Haatainen ◽  
Jaakko Turkka ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
Teaching Method ◽  
Survey Study ◽  
Integrated Education ◽  
Integrated Science ◽  
Teachers Perceptions ◽  
Key Factor

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals Contributors and Constraints to Involvement with Youth Sports Officiating

2015 ◽  
Vol 1 (2) ◽  
pp. 103 ◽  
Author(s):  
Lynn L. Ridinger
Keyword(s):  
Psychosocial Factors ◽  
Sense Of Community ◽  
Youth Sports ◽  
Youth Sport ◽  
Striking Difference ◽  
Sports Officiating ◽  
Key Factor ◽  
Sports Officials ◽  
Depth Interviews

<p>There is a growing concern about the shortage of sports officials and its impact on organized youth sport. The purpose of this study was to gain a better understanding of psychosocial factors that impact involvement with youth sports officiating by comparing and contrasting the experiences of officials from two distinct sports. In-depth interviews were conducted with baseball umpires and lacrosse officials. Resulting themes were classified as either contributors or constraints to involvement with officiating. The most striking difference between the two groups was the support provided in terms of mentorship, training, and administrative consideration. The baseball umpires received greater support and this was a key factor in overcoming constraints and fostering a sense of community. Implications and strategies for recruiting and retaining officials are discussed.  </p>

scholarly journals A Holistic Approach to the Mechanisms of Music Engagement

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Anna Ibañez Cantí
Keyword(s):  
Methodological Approach ◽  
Holistic Approach ◽  
Theoretical Framework ◽  
Symbolic Representation ◽  
Online Questionnaire ◽  
Jean Baudrillard ◽  
Cultural Life ◽  
Depth Interviews ◽  
Circuit Of Culture

Meaning is encoded in the production and decoded by the audience during the consumption, which is why it is a process of constant feedback. Each person experiences meaningful connotations in relation to their favourite music, hence music occupies a particular position in each one’s life and within the cultural life of particular individuals and groups.   Music meaning and emotion has been studied by David Carr (2004), who wonders if emotion is intrinsic in music, or if it is a symbolic representation – or rather if emotions are projected from the listener onto the music. Like Akio Morita (the co-founder of Sony, and the person behind Sony Walkman), Jean Baudrillard argues that meaning does not reside in an object but in how that object is used (Du Gay et al. 1997, 90). Is there a relation between what music means to an individual and his/her preference for a particular genre?   The methodological approach is mainly qualitative. I have analysed 215 responses to an online questionnaire, and followed this with an analysis of 8 semi-structured in-depth interviews. I seek to comprehend the space that music occupies in the net of relationships that constitute culture, and to discover the mechanisms of taste configuration in relation to music-meaning within a holistic approach, encompassing the circuit of culture as a theoretical framework.  

Modern Retailers in Transition Economies

2011 ◽  
Vol 32 (1) ◽  
pp. 31-51 ◽  
Author(s):  
Masayoshi Maruyama ◽  
Le Viet Trung
Keyword(s):  
Chief Executive Officers ◽  
Chief Executive ◽  
Government Officials ◽  
Policy Makers ◽  
Comprehensive Picture ◽  
Executive Officers ◽  
Almost All ◽  
Retail Format ◽  
Depth Interviews ◽  
Modern Retailers

This article reports the findings of a study on modern domestic retailers in Vietnam. The authors based this study on (1) a survey of fifty-six firms that control almost all the modern retail format stores in Vietnam, (2) in-depth interviews with chief executive officers (CEOs) and government officials, and (3) store visits and observations that were carried out by the authors. The authors discuss the operation and retail renovations of local modern retailers, the structure and the background of competitors, the problems retailers face, and their prospects for future development. These findings provide a comprehensive picture of modern retailers in Vietnam and have significant implications for policy makers as well as for local and foreign retailers.

Motivation-Based Teaching Practices

2013 ◽  
Vol 4 (1) ◽  
pp. 56-60
Author(s):  
Anissa Khaldi
Keyword(s):  
Instructional Practices ◽  
Present Article ◽  
Language Learners ◽  
Driving Force ◽  
Teaching Practices ◽  
Important Variable ◽  
Learning Goals ◽  
Final Part ◽  
Key Factor ◽  
Shed Light

One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.

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