Journal of Studies in Education
https://www.macrothink.org/journal/index.php/jse
<p><img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jse/Cover-JSE3.JPG" alt="" width="300" /></p><p><strong>Journal of Studies in Education</strong> is a peer-reviewed online international journal, published by Macrothink Institute. It publishes scholarly articles on the topics related to education, educational administration, educational psychology, economics of education, sociology of education, etc.</p><p>The journal is published online quarterly in February, May, August and November. We aim to post articles online within 3 weeks of acceptance. The journal accepts article submissions <a href="/journal/index.php/jse/about/submissions#onlineSubmissions"><strong>online</strong></a> or by <a href="mailto:jse@macrothink.org"><strong>e-mail</strong></a>. For any questions, please contact: <strong>jse@macrothink.org</strong></p><p> </p><p><strong>Areas include but are not limited to:</strong></p><p>•educational administration, <br />•educational psychology, <br />•economics of education, <br />•sociology of education</p><p><strong>-------------------------------------------------------------------------</strong></p><p><strong>INDEX</strong></p><ul><li><strong><a href="https://www.base-search.net/Search/Results?type=all&lookfor=Journal+of+Studies+in+Education&ling=0&oaboost=1&name=&thes=&refid=dcreszh&newsearch=1">BASE (Bielefeld Academic Search Engine)</a></strong></li><li><a href="https://www.citefactor.org/search/keywords/journals/ournal+of+Studies+in+Education"><strong>CiteFactor</strong></a></li><li><strong><a href="http://www.crossref.org/" target="_blank">CrossRef</a></strong></li><li><a href="https://findit.dtu.dk/en/catalog?utf8=%E2%9C%93&q=2162-6952"><strong>DTU FindIt (DTU Library)</strong></a></li><li><a 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href="https://primo-pmtna02.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,2162-6952&tab=default_tab&search_scope=UofS&vid=USASK&offset=0"><strong>University Library (University of Saskatchewan)</strong></a></li><li><strong><a href="https://www.voced.edu.au/search/site/text%3A%28%222162-6952%22%29?solrsort=ss_dateNormalized%20desc">VOCEDplus</a></strong></li></ul><p><img src="/journal/public/site/images/jse/base1.png" alt="" /><img src="/journal/public/site/images/jse/bsz1.png" alt="" /><img src="/journal/public/site/images/jse/citefactor1.png" alt="" /><img src="/journal/public/site/images/jse/crosscheck_logo1.jpg" alt="" /><img src="/journal/public/site/images/jse/crossref11.png" alt="" /><img src="/journal/public/site/images/jse/5d79e2d8021711.jpg" alt="" /><img src="/journal/public/site/images/jse/5d7c355b63f212.png" alt="" /><img src="/journal/public/site/images/jse/havard2.jpg" alt="" /><img src="/journal/public/site/images/jse/Jgate2.png" alt="" /><img src="/journal/public/site/images/jse/journaltocs1.jpg" alt="" /><img src="/journal/public/site/images/jse/miar2.png" alt="" /><img src="/journal/public/site/images/jse/nsd2.jpg" alt="" /><img src="/journal/public/site/images/jse/publon2.jpg" alt="" /><img src="/journal/public/site/images/jse/road3.jpg" alt="" /><img src="/journal/public/site/images/jse/SHERPA-RoMEO-long-logo2.gif" alt="" /><img src="/journal/public/site/images/jse/TIB3.png" alt="" /><img src="/journal/public/site/images/jse/university2.png" alt="" /><img src="/journal/public/site/images/jse/VOCEDplus_tagline_RGB2.png" alt="" /></p>Macrothink Instituteen-USJournal of Studies in Education2162-6952<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in MTI journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Gamification in the Teaching of Embryology for the Medical Curriculum: Application and Evaluation of a Game
https://www.macrothink.org/journal/index.php/jse/article/view/21652
<p>The increasing number of studies on the use of active methodologies has promoted the application of such resources by professors in the field of morphology. Gamification has been the focus of increasing attention since the beginning of the last decade, its central idea is to take advantage of the motivational potential of games for the classroom environment. This work sought to verify the reliability of an evaluation scale for educational games and the effectiveness of a board game as an active tool for teaching embryology. The potential and limitations of the scale used were also studied. To achieve this objective, an active practical class was held with medical students from a Brazilian higher education institution. The study included 215 students, of legal age, enrolled in the first to eighth phases of the course. The content addressed during the intervention referred to the period from the first to the eighth week of embryonic development, addressed through a board game. At the end of the activity, students were invited to answer a questionnaire to evaluate educational games. After data collection, exploratory factor analysis was performed using the IBM SPSS® Statistics 22.0 software. It was observed that the assertions Relevance3, Confidence4, Satisfaction3, Immersion1, Challenge2, Skill1, Social Interaction3 and Fun5R had the most significant factorial load. The results suggest that gamification can bring important benefits when well used.<strong></strong></p>Denis Guilherme GuedertPaola De LimaRenata Souza e SilvaVirgínia Cláudia Carneiro Girão CarmonaDelane Viana Gondim
Copyright (c) 2024 Denis Guilherme Guedert, Paola De Lima, Renata Souza e Silva, Virgínia Cláudia Carneiro Girão Carmona, Delane Viana Gondim
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2024-03-092024-03-0914211810.5296/jse.v14i2.21652Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates
https://www.macrothink.org/journal/index.php/jse/article/view/21732
<p>The COVID-19 global pandemic forced some teacher training institutions to implement unprecedented pedagogical strategies, which include conducting virtual practicum teaching. It was a challenge for pre-service teachers as they did not have experience in online teaching and learning, let alone conducting virtual field experiences. The objectives of the study were to explore pre-service teachers' initial pedagogic impressions and experiences of their first week of virtual practicum teaching in kindergarten classrooms with children aged 4-5 years old, which is the first year of formal schooling in the UAE. The study was conducted using a qualitative case study within an interpretive paradigm. Guided by Gibb’s reflective cycle as a theoretical framework, 20 pre-service teachers were purposively selected in the study to complete an open-ended questionnaire. The results showed that pre-service teachers achieved more than they anticipated as they made enlightening observations and had successful hands-on pedagogical activities. The study concludes that the reinforcement of problem-solving skills is inevitable among pre-service teachers, enabling them to use their higher-order thinking skills to adjust and adapt to any teaching and learning approach.</p>Laila MohebiDawood Ahmad
Copyright (c) 2024 Laila Mohebi, Dawood Ahmad
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2024-03-162024-03-16142193510.5296/jse.v14i2.21732