<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tsung-Liang Tsai</style></author><author><style face="normal" font="default" size="100%">Faith Liao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INITIATING E-ACTIVITIES: APPLYING THE SITUATED LEARNING IN A CLASS WITH TRANSITION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">legitimate peripheral participation</style></keyword><keyword><style  face="normal" font="default" size="100%">situated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055812.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the rapid integration of digital platforms in education, understanding the shift from traditional to electronic modes of teaching and learning has become crucial for adapting to contemporary educational demands. This study explored the transition from traditional classroom teaching to e-teaching and e-learning, termed e-activities, for enhancing the quality of education in Taiwan, focusing on identifying emerging learning phenomena and addressing related challenges. Thirty-five participants, including the teacher and undergraduate students, in a 36-hour 'Graphic Design with Creative Narratives' course. Using an action-research approach with Lave and Wenger's Situated Learning: Legitimate Peripheral Participation (SL: LPP), the alignments highlighted utilizing triangulation methods to identify emerging phenomena, addressing the implications of failed alignments and delayed changes in student performance, and finally emphasizing facilitate transparency in situated resources. It discovered that 1) rebounding the rate of submission and attendance, 2) building a sense of security, and 3) exceeding the learning outcome were the key emerging phenomena and alignments that could be made amid the transition. This study identified key learning challenges in e-learning transitions, emphasized transparent educational resources, and offered adaptive strategies to enhance engagement and outcomes, aligning with SDG-4 goals and highlighting the need for ongoing exploration of e-activities methods.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1081-1097</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shan-Wen Chu</style></author><author><style face="normal" font="default" size="100%">Chia-Hui Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING CULTURAL CREATIVITY AND INDUSTRY COURSES INTO SUSTAINABILITY PRACTICE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">cultural and creative industries</style></keyword><keyword><style  face="normal" font="default" size="100%">social practice</style></keyword><keyword><style  face="normal" font="default" size="100%">Sustainable Development Goals (SDGs)</style></keyword><keyword><style  face="normal" font="default" size="100%">University Social Responsibility (USR)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055253.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study explored how cultural creativity courses can enhance university students’ awareness of sustainability issues and inform the design of sustainable development practices aligned with local cultural values. A total of 75 university students participated in an 18-week general education course, with 50 valid responses analyzed through a mixed-methods approach. Quantitative data were collected via a semi-structured questionnaire, while qualitative data included reflections and interviews analyzed using thematic analysis.
The findings reveal that students developed significant insights into environmental, economic, and social sustainability dimensions through experiential activities, such as field visits and creative product designs. These results align with prior research on experiential learning, highlighting the importance of integrating cultural creativity into sustainability education. However, this study contributes a novel framework by demonstrating how localized, hands-on courses can foster community engagement and sustainable practices. This research provides implications for designing university curricula that address sustainability while preserving local cultural heritage. This study has addressed a gap in sustainability education literature by integrating cultural creativity and experiential learning. The creative outputs, such as cultural products designed by the students, reflected the integration of sustainability practices with local cultural heritage.
</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">965-985</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Julio Cesar Gomez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">longitudinal case study</style></keyword><keyword><style  face="normal" font="default" size="100%">master’s thesis</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">second language teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1596902449.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">533-552</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Peter  Karlsudd</style></author><author><style face="normal" font="default" size="100%">Marianne Dahl</style></author><author><style face="normal" font="default" size="100%">Berit Willén Lundgren</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LESS TRADITION FOR MORE PROFESSION: AN ATTEMPT WITH THESIS PROJECTS IN PRACTICAL DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">thesis projects</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1498501062.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7111</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">252-262</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author><author><style face="normal" font="default" size="100%">Sopiah   Abdullah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING FOR THE ENVIRONMENT: A TEACHING EXPERIENCE WITH SEMI-SCRIPTED ROLE PLAY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental issue</style></keyword><keyword><style  face="normal" font="default" size="100%">semi-scripted role play</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408437620.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">39</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Getting students to act out their roles and to apply appropriate arguments for and against their position as defined by the role is a challenge in approaching and exploring an environmental issue through role-playing. This action research addressed this concern by exploring how a semi-scripted role play could be used to promote active student learning in a Science, Technology and Society (STS) lesson. Using greenhouse effect as an example of environmental issue, this study explored how students playing different characters articulated their response to the semi-scripted role play setting. A group of 26 master students who took Science, Technology and Society (STS) as a core course took part in research and carried out a role play in groups of six for a period of two hours. The multiple data sources for this study consisted of student’s written reflections, an informal and unstructured observation, and Role Play Evaluation Form. Overall, the students indicated that the semi-scripted role play helped them understand an environmental issue both from their own and other’s perspective. The provision of guiding information via semi-script enabled students to feel empowered to express, share, argue, and negotiate more comfortably and confidently. In addition, students indicated that the role play helped them to develop critical thinking. The role play had helped create an engaging and productive learning experience that educators could use this exercise to lead students in the exploration of broader local environmental issues.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">130-144</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Danuše  Nezvalová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action research</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice science teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435971.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">90-97</style></section></record></records></xml>