During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study ...we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.
•Teachers' innovativeness directly affected their DL teaching practices.•Teachers' innovativeness directly affected their accountability and DL self-efficacy.•More experienced teachers perceived themselves as more innovative in DL practices compared to less experienced ones.•PD in form of a course on DL affected teachers' DL teaching practices but not their innovativeness.
The current study examined the effects of digital escape room perceived by 528 elementary school students. Several precursors connected to those learning practices, namely, gameful experience, ...collaboration and motivation were examined. A game-based learning questionnaire applied in the study was validated. Findings indicated that students perceived the gameful experience as affecting their motivation and collaboration. Collaboration had a very low effect on motivation, whereas grade level played a mediating role in linking gameful experience and motivation. Significant differences were found between experiment group learning via digital escape room and control group learning via digital games in all main and sub-constructs, when students’ learning via a digital escape room showed higher levels of attitudes in all learning constructs - gameful experience, collaboration, and motivation. Results indicate students preferred the digital escape room game over other digital game-based learning activities in elementary school as it enhanced higher collaboration and social experience among students, greater internal and external motivation to learn, and stronger gameful experience creating challenge, playfulness, and a sense of accomplishment in learning. The study bridges the gap in the knowledge of using digital educational games in elementary school showing the advantage of escape room game effects on student learning.
•A Game-Based Learning questionnaire applied in the study was validated.•Elementary students perceived the gameful experience as affecting their motivation and collaboration.•Grade level played a mediating role linking gameful experience and motivation.•Significant differences were found between students learning via digital escape rooms and learning via digital games.
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school ...students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking - focusing on inquiry skills; creative thinking - relating to problem finding and problem-solving; and future thinking - concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching-learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.
The current study involved investigating elementary-and middle-school teachers' perceptions of teaching in Innovative Learning Spaces (ILS). ILS incorporating technology have been recently designed ...for many schools around the world wishing to update the teaching–learning process to fit students' needs in the twenty-first century. Thirty-four elementary- and middle-school teachers participated in the study, which contributes to the field by capturing a wider perspective of teachers' perceptions and practices using two qualitative tools: semi-structured interviews and observations. Four aspects of teaching in ILS found challenging by both elementary- and middle-school teachers were identified, as well as insights into coping. Within these areas, minor differences were detected because of difference in the nature of teaching in both types of schools. Teacher practices echoed identified challenges, showing difficulties in diverging from traditional teaching strategies when transferring to ILS. The main conclusion is that the transition to teaching in ILS needs to address the issue of changing teachers' habits and strategies in all areas. Based on this, a recommended four-stage PD program for applying and sustaining the novel teaching–learning strategies can prevent a relapse into traditional and familiar ways of teaching, which reduces the effectiveness of ILS.
This qualitative case study investigated gifted elementary students' (N = 24) perceptions of studying a one-semester leadership course based on the Multidimensional Curriculum Model (MdCM). Data were ...a semistructured interview at the end of the unit, four short written reflections, and analysis of the "future scenario" product. Findings indicate that students had gained declarative, procedural, and conditional knowledge. They also expressed awareness of personal leadership traits and skills related to gains and difficulties regarding future thinking via future scenario writing, and commented on the learning climate and physical environment in the leadership course. Implications for applying MdCM in courses and programs for gifted students are discussed.
This essay introduces a new framework for teaching-learning utilizing a novel transdisciplinary subject named 'Futures Studies' and a novel literacy called 'futures thinking literacy' taught in a ...learning environment named LIFTS (Learning In Futures Thinking Societies). 'Futures studies', which is not a novel field, includes investigating the past, understanding the present, and forecasting and suggesting several futures. It requires futures thinking literacy. Futures thinking literacy, considered a meta-literacy, integrates language, digital/information, and scientific/critical literacies to enable elementary and secondary school learners think about the future in any topics or disciplines they study. The example unit for middle school students is based on the Multidimensional Curriculum Model (MdCM), which was found effective in developing scientific, creative and futures thinking. Suggestions for adapting the unit for elementary and high school students are available. The proposed novel subject and literacy identify and combine cognitive, social-emotional factors and teaching-learning applications that influence learning. They open a new line of research for investigation of the development of futures thinking literacy among learners of all ability and grade levels.
•A new framework for learning in future thinking societies is introduced.•The term 'futures thinking literacy' (FTL) is explained.•A model comprising four aspects illustrates the teaching of FTL.•FTL should be taught from upper elementary through high school.•Stages of application of FTL and 'futures Studies' are outlined.
It is argued that Khan Academy (KA) is a useful platform for learning math. However, little research has been conducted on how learners perceive using KA. The case study examined the effectiveness of ...KA combined with traditional learning, as perceived by secondary students (N = 27) in math. Qualitative tools included a reflective diary accompanied by semi-structured interviews. Main categories emerging from content analysis were the teacher, the student, teacher-student relations, subject and content, and learning environment. Main findings show: 1. students perceived themselves as independent learners, investing in and aware of their functions as learners, more committed to the subject of math. 2. Teachers using KA were perceived as more professional, dedicated, connected to students' needs, and innovative. 3. KA was perceived as encouraging independence, available, and more interesting than books. 4. Learning math via KA was more motivating and enjoyable. 5. The teacher-student relationship was the emotional and motivational basis perceived as more important than the innovative learning environment. The main conclusion is that KA is effective in promoting personalization, independence and innovative teaching-learning processes. However, the teacher's mediation of cognitive and emotional learning is crucial. Hence, teachers should exploit KA while creating and maintaining direct lines of teacher-student interaction.
•Students using Khan Academy (KA) perceived themselves as independent learners.•KA was perceived as encouraging independence, available, and more interesting compared to books.•The importance of teacher presence as mediating cognitive and emotional learning is stressed.•It is recommended that teachers apply KA creating and maintaining direct lines of interaction with students.
The book presents an innovative Multidimensional Curriculum Model that develops future thinking literacy among all ages and levels of school students. It combines theory and practice with each ...chapter highlighting a strategy or thinking tool, followed by a unit description and lesson plans.
The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 ...elementary and secondary school stu-dents in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflec-tive diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between think-ing processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed.
This study examined whether a self-contained gifted classroom meets the needs of its learners. Considering the existing and desired aspects, as perceived by students, teachers, and parents, it offers ...a unique lens forming a holistic in-depth view of the self-contained classroom. Forty-two participants took part in this study: 20 students, 15 parents, and 7 teachers. Data were collected via semistructured interviews focusing on the perceptions of desirable and existing aspects of teaching/learning in this program. Findings demonstrate positive student attitude toward being grouped with similarly able students, level of learning, interest, curiosity, and teachers' approach. Parents were satisfied with the decision to transfer their children to this special classroom. Teachers were satisfied with the opportunity to work with this unique population. The study concludes that the self-contained classroom still prevails and caters to the needs of gifted students.
