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Could Transcendent Thinking the Real Boost for Young Brain?
Full text linkTranscendent thinking, characterized as the capacity to transcend immediate observations and engage with deeper, more abstract concepts, may indeed provide a significant enhancement for the cognitive development of young minds. As young individuals mature and evolve, the engagement in transcendental contemplation can significantly enhance creativity, critical thinking abilities, and emotional intelligence. By fostering an environment in which children are encouraged to transcend conventional boundaries and engage with a variety of perspectives, educators can activate neural pathways in the brain that are essential for cognitive development. Moreover, transcendent thinking has the potential to foster self-awareness and empathy among young individuals, thereby facilitating improved problem-solving capabilities and strengthening social relationships. Ultimately, the integration of transcendental practices into educational curricula may significantly contribute to the development of well-rounded individuals possessing robust analytical skills and a profound comprehension of their surrounding environment
Farmland Abandonment Worldwide: The Detrimental Factor of Agricultural Crisis
Full text linkThe abandonment of agricultural land has emerged as a pressing global concern, influenced by a multitude of contributing factors. In numerous nations, the swift processes of urbanization and industrialization have resulted in the disregard for agricultural land, as attention shifts towards more lucrative enterprises. Moreover, shifting climate patterns and extreme meteorological phenomena have rendered it progressively more difficult for agriculturalists to manage their land with efficacy. The abandonment of agricultural land can result in severe repercussions for food security, economic stability, and environmental sustainability. Furthermore, as agricultural lands remain uncultivated, they may face the threat of degradation and a decline in biodiversity. It is imperative for governments and international organizations to prioritize the formulation of policies that bolster the agricultural sector and provide incentives for farmers to persist in cultivating their land. By tackling the fundamental causes of farmland abandonment, we can secure the resilience and productivity of agricultural systems for future generations
The Impact of Teacher Leadership on Classroom Culture Construction: The Role of the New Education Initiative
Full text linkClassroom culture is of vital significance for the accomplishment of educational objectives. This study is an examination of the differences in the impact of teacher leadership on classroom culture construction between schools within and outside the New Education Initiative (NEI) network. Its research findings reveal that teachers at the NEI schools outperformed their counterparts at non-NEI schools in the seven dimensions of classroom culture construction. Other factors related to the teacher’ performance in this regard is also discussed
A Technology-Based Project with a Study that Simultaneously Evaluates STEM Awareness, STEM Self-Efficacy Beliefs, and 21st Century Skills
Full text linkThis study seeks to determine the pre-service science teachers’ STEM self-efficacy beliefs, STEM awareness, and 21st century skills at the beginning and end of a technology-based project. 28 pre-service science teachers, all aged 20-24, were included in the study. They were the 3rd or 4th grade pre-service science teachers studying at 13 universities in Turkey. From a quantitative perspective, three different data collection tools were included in the study. The first of all, the “STEM Awareness Scale”, the second data collection tool was “The Self-Efficacy Scale Related to STEM Practice”, the third data collection tool was the “Multidimensional 21st Century Skills Scale” and from a qualitative perspective a survey form including 7 open-ended questions were administered. This study was found to have contributed positively to STEM self-efficacy beliefs and 21st century abilities, and it continued to contribute positively to STEM awareness, but not statistically. It can be suggested that such activities must be designed and organized not only for pre-service teachers but also for 21st century learners such as teachers, all faculty members working at the university, and all students, etc
China’s Achievements in Digital Education in the Wake of Education Informatization 2.0 Action Plan
Full text linkThis article is a survey of the major achievements China has made in digital education since the introduction of the Education Informatization 2.0 Action Plan. Drawing on the existing research literature and relevant reports from the Ministry of Education of China, the study looks at the outcomes of digital education in China in six dimensions: digital infrastructure, digital educational resource platforms, teacher and student digital competence, innovative teaching modalities, digital educational administration, and educational equity. It finds that Chinese education has undergone significant advances in the coverage of internet connection and digital equipment, construction of the national smart education platform, popularization of the smart campus, digital competence development in the teaching and learning community, and application of digital technologies in instruction and administration in the wake of the Action Plan, which have contributed to the enhancement of educational equity and quality in this country
Teachers’ Expectations Regarding the Family’s Contribution to the Education Process in Special Education
Full text linkThis study aims to examine teachers’ expectations regarding the family’s contribution to education process in special education. This study was conducted with a qualitative research design. Accordingly, the study group consisted of 23 teachers (15 females, 8 male) working in totally 7 schools in the Karamürsel district of Kocaeli province in Türkiye. A semi-structured interview form was used as a data collection tool in the study. Content analysis was used to analyze the qualitative data collected through semi-structured interviews. The findings of the study were gathered under 4 main themes within the framework of the research questions. These themes were defined as; (1) expectations regarding what needs to be done in special education courses, (2) expectations regarding what needs to be done in school, (3) expectations regarding what needs to be done outside school, (4) expectations regarding what needs to be done for students receiving special education in rehabilitation centers. When the findings are evaluated in general, it was seen that teachers had expectations especially in terms of parent-teacher cooperation, and parents supporting both their children and teachers inside and outside the school by considering the physical and mental conditions of the students
Significance and Challenges of Scientific Inquiry in Science Education
Full text linkAccording to the U.S. National Research Council (1996), scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work; in science education, science inquiry activities are those conducted by students to develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. The Framework for K–12 Science Education advanced by the National Research Council (2012) outlines eight primary scientific inquiry practices of students: asking questions; developing and using models; planning and carrying out investigations; analysing and interpreting data; using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; and obtaining, evaluating and communicating information. Certain researchers deem asking questions, gathering and interpreting evidence, and communicating explanations as the chief components of student scientific inquiry (Grigg et al., 2013)
Air Pollution: A Modern Unavoidable Risk Factor of Dementia
Full text linkDementia, a devastating neurodegenerative condition that affects millions worldwide, is influenced not only by genetic predisposition and aging but also by environmental exposures. Among these, air pollution has emerged as a modern, unavoidable risk factor. Fine particulate matter, nitrogen oxides, and other airborne pollutants penetrate deeply into the respiratory system and, through systemic circulation, reach the brain, where they provoke inflammation, oxidative stress, and vascular damage. Growing epidemiological evidence links chronic exposure to polluted air with accelerated cognitive decline, higher incidence of Alzheimer’s disease, and increased dementia-related mortality. Unlike other modifiable risk factors such as smoking or diet, air pollution remains nearly impossible for individuals to fully avoid, especially in urban and industrialized regions. This perspective highlights how air pollution contributes to dementia, underscores the urgent need for public health interventions, and calls for policies that treat clean air not as a luxury but as a fundamental requirement for brain health
The Effects of School Governance Participation on Creativity in Basic Education Students
Full text linkFostering students’ creativity is a crucial step in the implementation of the national innovation-driven development strategy. The school environment, particularly the opportunity for the students to participate in school governance, has profound impacts on creative skill development in the students. Currently, there is no conclusive conceptualization of student participation in school governance, and the mechanism of its influence on students’ creativity remains unclear. To address the gap in the literature, this study adopts the mixed-method research design to analyze the dimensions of student participation in school governance as well as its effects on students’ creativity
Construction of Master Teacher Studios: A Successful Device for Promoting Teacher Professional Development
Full text linkIn China, in-service teachers at the basic education level can pursue professional development through various channels. The two most common modalities of further education in this group are: (i) participating in teacher training programs, such as the National Teacher Training Initiative sponsored by educational authorities, or attending thematic lectures organized by the schools (Zhu, 2010); (ii) fulfilling personalized study plans, enhancing their professional competence by reading academic literature on education and taking online courses, among other autonomous approaches. While well-organized collective training programs may enable teachers to efficaciously update their knowledge, including mastery of new pedagogical theories, and can facilitate professional growth of novice teachers, group training of these programs seldom incorporates practical activities and is unable to meet individualized needs.