European Journals of Education Studies
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EXPLORING CAMEROONIAN BIOLOGY PRE-SERVICE TEACHERS’ CONCEPTUALISATION OF SCIENTIFIC NOTIONS: PATTERNS, MISCONCEPTIONS, AND IMPLICATIONS FOR TEACHER EDUCATION
Full text linkScientific literacy is an important aspect of teacher training as it enhances pedagogical competence, fosters critical thinking, addresses misconceptions, aligns with the Nature of Science (NOS), prepares students for a knowledge-based society, and improves science curriculum implementation. This study addresses the conceptualization of some key scientific notions: theories, laws, principles, concepts, and facts by 17 biology preservice teachers. The theoretical framework adopted is Vergnaud’s theory of conceptual fields, which allows for a cognitive analysis of conceptualization in learning. A sequential exploratory mixed method was used to identify themes, misconceptions, and correlations among these notions. Results revealed varying degrees of accuracy in understanding: 17.5% demonstrated accurate conceptions, 47.2% exhibited mixed understanding, and 35.3% showed widespread misconceptions. Key misconceptions include viewing theories as mere hypotheses, conflating laws with moral principles, and reducing concepts to observable phenomena. Misunderstandings were more prevalent in abstract notions (theories, principles, and concepts) compared to empirical ones (facts, laws), highlighting the interconnected nature of these notions and key areas for targeted intervention. The study underscores the need for enhanced pedagogical strategies to clarify scientific hierarchies and interconnections in teacher education. Recommendations include targeted epistemological training, explicit NOS instruction, inquiry-based learning, and cognitive change strategies to address these gaps. Article visualizations
THE EFFECT OF 8-WEEK FAST STRENGTH TRAINING ON MIXED MARTIAL ATHLETES AND BOXERS
Full text linkObjective: The aim of this study was to investigate the effect of 8-week explosive strength training on competitive MMA athletes and Boxers. Subjects were of mean age 22.63±5.45 years, and the experience of training mean 10.40±2.62. Method: In this study, a total of 32 athletes participated in the training as competing athletes in KDS and boxing branches of GNP Sports Club. The KDS and Boxing groups consisted of 16 people, each of which was an experimental and a control group. Before and after trainings, Bench Press, Bench Pull, Squat 1 RM tests, Vertical Jump, Anaerobic Power and Hextagon Agility tests were taken. While the control groups continued their technical trainings, the experimental groups carried out explosive strength training 3 days a week for 8 weeks in addition to technical training. The data obtained were analyzed in the SPSS 22.0 package program. Results: At the end of the 8-week period, when experimental group pre- and post-test values were compared in 1 RM Bench Press, Squat, Bench Pull and Vertical Jump values, statistically significant difference was found (p<0.05). In the boxer experimental group, in 1 RM Bench Press, Squat, Bench Pull, Vertical Jump, Hextagon Agility test values statistically significant difference was found (p<0.05). 1 RM test Squat, Bench Pull, Vertical Jump values of both experimental groups statistically significant differences were found. (P> 0.05). There was no statistically significant difference between 1 RM Bench Press and Hextagon Agility test values (P> 0.05). In the control groups, there was no statistically significant difference in the values of 1 RM Squat, Bench Pull, Vertical Jump, Hextagon Agility test (p> 0.05). In the 1 RM Bench Press test, a statistically significant difference was found (P> 0.05). Conclusions: As a result, 8-week fast strength training applied to the experimental groups of boxers and MMA athletes 1 RM Bench Press, Bench Pull and Hextagon Agility, has been developed to improve the values. 1 RM Squat and Vertical jump test values did not improve. Article visualizations
THE TEAM WORKS OF STUDENT GROUPS DURING COLLECTIVE INFORMATION SEEKING IN RURAL VOCATIONAL TRAINING INSTITUTIONS (VTI)
Full text linkThe study sought to investigate the collective information-seeking behavior of student groups in vocational education institutions in Tanzania’s rural areas. Specifically, the study seeks to examine types of collective information required to VET student groups in rural-based vocational education training (VET) institutions to accomplish collective assignments, assess importance of collective information requirements during collective information seeking (CIS) to accomplish collective assignments, to investigate the barriers to VET student groups encounter during CIS process to VET in rural library settings in Tanzania when accomplishing collective assignments and recommend model of VET student groups during CIS process when accomplishing collective assignments. Karunakaran, Spence, and Reddy's (2013) model anchored to conduct this study. Collective information seeking (CIS) of vocational education training (VET) student groups depends on the availability of CIS policy. CIS policy ensures VET student groups get required IL skills and access to ICT equipment during the CIS process. IL skills and access to information communication technology (ICT) equipment are vital for vocational education training (VET) students to get their collective information requirements to accomplish the groups’ assignments given. However, underdeveloped countries and middle-income countries require reliable CIS policy that directs VET student groups during the CIS process. The availability of CIS policy guarantees VET students to innovate new products through the exchange of ideas (information) and knowledge during CIS as their collective assignments are practical oriented. VET students in Tanzania's rural areas lack a CIS policy that directs VET students during the CIS process. This study examined CIS of VET student groups of Tanzania rural areas, aiming to improve CIS through overcoming challenges encountered by VET student groups by suggesting a hypothesized model during the CIS process. This study employed descriptive approaches. Qualitative research serves to develop a rich and detailed understanding of certain theories, concepts, and constructs. This method also provided all-inclusive and complete views of group behavior during the CIS process and increased the validity of the research results using descriptive data and methodological triangulation. The study recruited 72 participants from the second year in VET institutions in Tanzania’s rural areas: 18 VET students for interview, 18 VET students for observation and 36 VET students for focus group discussion (FGD). The participants were between 21 and 30 years old. Ten (10) VET students (56%) were male, and eight (8) VET students (44%) were female during the interview and focus group discussion. The participants were randomly chosen from those who expressed their interest to reach 72 participants. Qualitative data was analysed through thematic analysis. Thematic analysis helped to develop different themes relating to the specific objectives of this study. IL skills required to VET student groups were found to be the cross-cutting process among all VET respondents during collective information seeking (CIS). VET students could not get the collective information requirements in the absence of information-seeking skills, as it was mentioned by 17 respondents (90%). The major challenges identified were: the absence of subjects’ librarians to assist VET students during CIS and VET students' failure to evaluate massive amounts of retrieved practical and theoretical information due to a lack of required IL skills during CIS process. Other challenges were a lack of required information-seeking skills among VET students and a lack of practical information during CIS. This study concluded that, practical information is required to VET students to accomplish collective assignments given during collective information seeking. Furthermore, the results from this study presented that policy on CIS, information seeking skills and access to ICTs equipment are vital for accomplishing group assignments. The improvement of CIS to VET student groups is achieved in the presence of CIS policy. The findings of this study and hypothesised model during CIS to VET student groups help for improving information services delivering to VET rural library settings. Article visualizations
INVESTIGATING CONCERNS ABOUT INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES IN PROTESTANT SECONDARY SCHOOLS IN BUKAVU, DEMOCRATIC REPUBLIC OF CONGO (DRC)
Full text linkThis study investigates the key concerns of teachers in Protestant secondary schools in Bukavu, Democratic Republic of Congo (DRC), regarding the implementation of inclusive education for students with disabilities. Although national policies and Protestant theological commitments strongly support inclusive education, a significant gap remains between these ideals and classroom realities. Using the Concerns about Inclusive Education Scale – Short Form (CIES-SF), data were collected from 122 teachers across 10 schools. Results indicate that the primary concern among teachers is the lack of adequate resources, including financial support, infrastructure, and access to specialized personnel. Additional concerns vary by demographic and professional background, with female teachers, older educators, and those in technical disciplines expressing higher levels of concern. These findings suggest that resistance to inclusive education is not rooted in ideological opposition but in the practical challenges teachers face due to systemic underfunding and inadequate institutional support. The study concludes that bridging the gap between policy and practice requires targeted professional development, gender-sensitive training, and concrete investments in inclusive infrastructure and resources. Only through coordinated efforts can inclusive education move from policy aspiration to educational reality in Bukavu's Protestant schools. Article visualizations
THÉMATIQUES EXPLOITÉES PAR LES ENSEIGNANTS DE LA SOUS-PROVINCE ÉDUCATIONNELLE DE LUALABA I DANS L’ENSEIGNEMENT-APPRENTISSAGE DE BIOLOGIE RELATIF À LA BIODIVERSITÉ LOCALE
Full text linkIl a été constaté que les enseignants abordent des thèmes qui ne cadrent pas avec la biodiversité locale. La présente étude a inventorié les thématiques exploitées par les enseignants de la sous-province éducationnelle de Lualaba I dans l’enseignement-apprentissage de biologie relatif à la biodiversité locale. Sur ce, la méthode d’étude de cas appuyée par l’interview semi-directive dans un échantillon aléatoire de 151 sur 249 enseignants de la biologie de la Province éducationnelle ont permis de collecter les données. L’analyse de contenu a servi au traitement des données. Les résultats ont montré que les enseignants des cours de biologie exploitent les thèmes en rapport avec la biodiversité lors des séances didactiques dans la sous-province cible. Les thèmes exploités par les enseignants dans l’enseignement-apprentissage de biologie basé sur la biodiversité locale se rapportent aux règnes animal et végétal ainsi qu’aux micro-organismes disponibles dans leurs écosystèmes et ceux en voie d’extinction. Article visualizations
PERCEPTIONS OF THE FLIPPED CLASSROOM MODEL IN SPEAKING CLASSES: A CASE STUDY OF NON-ENGLISH MAJOR STUDENTS AT A VIETNAMESE UNIVERSITY
Full text linkThe flipped classroom has emerged as an innovative instructional model that replaces traditional in-class lectures with online, pre-class materials, allowing class time to be dedicated to interactive, student-centered learning activities. This study investigates the perceptions of non-English major students regarding the implementation of the flipped classroom in speaking classes at Kien Giang University. A mixed-methods approach was employed, integrating quantitative data from a structured questionnaire with qualitative insights obtained through semi-structured interviews. The participants comprised 120 non-English major students enrolled in speaking courses during the second semester of the 2022–2023 academic year. The findings indicate that students generally held positive views of the flipped classroom model. They reported increased motivation, enhanced engagement, and greater flexibility in managing their learning. Nonetheless, several challenges were identified, including limited access to technology and initial difficulties in adjusting to the new instructional format. The study further presents students’ suggestions for improving the effectiveness of flipped classroom practices in future EFL speaking instruction. Article visualizations
INNOVATION IN VOCATIONAL EDUCATION AND TRAINING IN GREECE: EDUCATORS’ MOTIVATIONS
Full text linkThis study investigates the motivations of educators at Greek Higher Vocational Training Schools for adopting innovative practices in education. It explores both internal and external factors influencing innovation. The findings reveal that internal motivations and the perceived needs of students and educational units are key drivers of innovation, whereas gender and age do not significantly correlate with motivation. Experienced educators show a greater inclination toward innovation, associating it with professional prestige and collaboration satisfaction. External mandates, such as government policies, often lack effectiveness unless adequately supported. The study emphasizes that educational innovation should stem from intrinsic motivation, collaborative environments, and student-cantered approaches, and highlights the crucial role of internal leadership. Future research should delve into specific innovative practices, such as experiential learning, to enhance empathy. Article visualizations
DÉTERMINANTS DE LA MOBILITÉ DES ÉLÈVES ENTRE LES ÉCOLES SECONDAIRES PRIVÉES DE LA SOUS-PROVINCE ÉDUCATIONNELLE DE SELEMBAO II À KINSHASA
Full text linkL’étude a expliqué les déterminants la mobilité des élèves des écoles privées secondaire de la Sous-province éducationnelle de Selembao II à Kinshasa. L’enquête par questionnaire a été menée dans un échantillon occasionnel de 105 élèves pré-finalistes et finalistes de six différents établissements scolaires. Les données collectées ont été traitées par l’analyse de contenu et l’analyse statistique. Les résultats ont montré que la majorité des élèves a affirmé avoir déjà vu de nouveaux élèves venir s’inscrire dans leurs écoles. Les élèves ont eu à changer plus de trois établissements pour un cycle de cinq années d’études. Ils changent plus dans les classes terminales du premier ou du second cycle du niveau secondaire du système éducatif. La mobilité scolaire des élèves est expliquée par plusieurs déterminants donnants lieux à une nouvelle classification de la mobilité scolaire. Elle produit des divers effets négatifs. L’étude a proposé des pistes de solution. Article visualizations
SOIL CONSERVATION TECHNOLOGIES FOR SUSTAINABLE CROP PRODUCTION IN KIPKELION, KERICHO COUNTY, KENYA
Full text linkKenya depends on agriculture to feed its entire population, with maize as its staple food. However, this has been affected by increased climate change, evidenced by erratic rainfall, which has a direct effect on soil sustainability. This paper investigates soil conservation technologies for sustainable crop production in Kipkelion Constituency, Kericho County, Kenya. A cross-sectional research design using a descriptive approach was used in addressing the research question. The study targeted 394 respondents who included farmers, agricultural extension officers, and county officials, from whom data was collected through questionnaires, observation, and focus group interviews. Out of 394 questionnaires, 350 were returned for analysis. Data was processed using the Statistical Package for Social Science (SPSS), with descriptive and inferential statistics used to interpret results. From the study findings, the most commonly adopted soil conservation technique was strip cropping, with 56.6% of farmers showing a likelihood to practice it, while the least used method was no-tillage, with 64% of farmers indicating an unlikelihood to adopt this practice. Other techniques included improved tillage, conservation agriculture, and terracing. Legislative structures had a significant positive impact on the adoption of these technologies, as shown by a multiple regression analysis (F = 78.745, p = 0.000). The study noted a challenge of high investment costs and lack of technical support that necessitates greater involvement of agricultural extension officers to help farmers adopt soil conservation methods effectively. The study emphasizes the need for increased governmental and institutional support in promoting soil conservation practices, particularly by providing financial and technical assistance to farmers. Article visualizations
PRINCIPALS’ LEADERSHIP STYLE AND TUTOR JOB SATISFACTION: INSIGHTS FROM TUTORS IN PUBLIC COLLEGES OF EDUCATION IN GHANA
Full text linkThis study explored how principals’ leadership styles influenced tutor job satisfaction in public Colleges of Education (CoEs) in Ghana. Anchored by the constructivist paradigm, this study adopted a phenomenological research design with a qualitative research approach. Eligible participants for this study included all full-time principals and tutors of the forty-six colleges who had been at their present college for at least three years. Purposive and convenient sampling techniques were utilised to obtain forty participants involving fifteen principals and twenty-five tutors from all the five zones as organised by the National Conference of Principals of Public CoEs in Ghana. This study utilised a semi-structured interview guide in collecting data. Analysing the data thematically revealed that participants (both tutors principals) believed the principals mostly used transformational leadership styles and that tutors were perceived to be satisfied with their job. Again, both tutors and principals expressed a strong liking for transformational leadership as highly influencing tutor job satisfaction. Largely, tutors and principals suggested laissez-faire leadership style as unfavourable to tutor job satisfaction. Thus, effective transformational leadership is pivotal in enhancing tutor job satisfaction in public CoEs in Ghana. Accordingly, principals in public CoEs in Ghana, among others, should focus on strengthening transformational leadership practices in their administrative and managerial roles, and regularly identify and reinforce the factors of tutor job satisfaction