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Topic Review
Literacy
Literacy is traditionally defined as the ability to read and write. In the modern world, this is one way of interpreting literacy. A more broad interpretation is literacy as knowledge and competence in a specific area. The concept of literacy has evolved in meaning. The modern term's meaning has been expanded to include the ability to use language, numbers, images, computers, and other basic means to understand, communicate, gain useful knowledge, solve mathematical problems and use the dominant symbol systems of a culture. The concept of literacy is expanding across OECD countries to include skills to access knowledge through technology and ability to assess complex contexts. A person who travels and resides in a foreign country but is unable to read or write in the language of the host country would also be regarded by the locals as illiterate. The key to literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding of text. Reading development involves a range of complex language underpinnings including awareness of speech sounds (phonology), spelling patterns (orthography), word meaning (semantics), grammar (syntax) and patterns of word formation (morphology), all of which provide a necessary platform for reading fluency and comprehension. Once these skills are acquired, the reader can attain full language literacy, which includes the abilities to apply to printed material critical analysis, inference and synthesis; to write with accuracy and coherence; and to use information and insights from text as the basis for informed decisions and creative thought. The inability to do so is called illiteracy or analphabetism. The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society".
  • 4.1K
  • 05 Dec 2022
Topic Review
I4.0, Servitisation, and Circular Economy
Industry 4.0 (I4.0) technologies have been highlighted in recent literature as enablers of servitisation. Simultaneously, businesses are advised to implement a circular economy (CE) to bring new opportunities. However, it is pertinent to mention that little attention has been given to assess the role of I4.0 in adopting the CE and servitisation in a fully integrated manner. This research fills this gap by developing a conceptual framework through a systematic literature review of 139 studies investigating the relationship between the I4.0, CE, and servitisation. This study identifies the impact of these variables on a firm’s operational and financial performance (revenue stream, growth, and profitability). Our research findings advocate that adopting I4.0 technologies to the business and manufacturing model enables sustainability, energy and resource efficiency while enhancing performance and offering innovative products through smart services. Thus, firms must systematically adopt I4.0 technologies to support a CE model that creates value through servitisation. This study identifies the research gaps that are unexplored for practitioners and future researchers while providing insight into the role of I4.0 in implementing CE in the servitisation business model.
  • 651
  • 23 Jun 2021
Topic Review Peer Reviewed
Gaming for the Education of Biology in High Schools
Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy.
  • 1.2K
  • 03 Apr 2024
Topic Review
Factors That Affect Secondary School Mathematics Achievement in Indonesia
Students’ achievement is defined by the extent to which predetermined learning goals are obtained, and it is usually measured through test scores and ongoing assessments.
  • 481
  • 29 Dec 2022
Topic Review
Ethnomathematics in Mathematics Education
Ethnomathematics is broadly defined as the study of the relationship between culture and mathematics. It is used to describe the ways in which mathematics is practiced among similar and dissimilar cultural groups.
  • 7.6K
  • 31 May 2022
Topic Review
Epistemic Discourses and Conceptual Coherence
Engaging students in epistemic and conceptual aspects of modeling practices is crucial for phenomena-based learning in science classrooms.
  • 395
  • 19 May 2023
Topic Review
Environmentalization and Waldorf Education: Dialogues and Practices
Owing to concerns regarding degradation and exploitation of nature, different Environmental Education initiatives have been developed over the years with and in the context of basic education, aiming to help confront the environmental crisis. Based on this scenario, this study aimed to understand the environmentalization process of a Brazilian Waldorf school in dialogue with Steiner principles, as well as an analysis of the concepts and practices linked to the socio-environmental issue.
  • 515
  • 03 Jan 2023
Topic Review
Enhance Students’ Learning and Engagement during Inquiry-Based Science
Much attention over the last two decades has been given to inquiry-based learning in science as a way of capturing students’ interest and participation in learning. However, while the research on inquiry-based learning consistently demonstrates that students do attain higher learning outcomes than peers who are taught by traditional transmission approaches, little research has been attached to researching the key elements of this approach that contribute to its success.
  • 113
  • 21 Dec 2023
Topic Review
Effective STEM Research Experience Programs for High Schools
High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This entry compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades.
  • 565
  • 23 Nov 2021
Topic Review
Education on Sustainable Development Goals
Sustainable development goals express a spatial concern about the main challenges facing the world today: ecological, economic, social, and political. Geography is the science of place (of where). Education for sustainable development is the responsibility of many educational and social agents, although there is a broad consensus that universities play a fundamental role as institutions training qualified professionals; building the capacity of new generations; and mobilizing young people who, once in the workplace, can multiply the effects of their actions and decisions to contribute to the achievement of the SDGs. 
  • 675
  • 05 May 2022
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