A curricular Delphi study to improve the science education of secondary school students in Spain

Charro, E.

doi:10.1002/tea.21655

Cited by 11 publications

(6 citation statements)

References 30 publications

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“…It is imperative to provide comprehensive education to young individuals regarding all SDGs to enhance their comprehension of the fundamental principles and significance of these goals. This assertion has been previously acknowledged and emphasized by various scholars [73][74][75]. Unfortunately, recent research has indicated that the younger generation lacks adequate understanding pertaining to the SDGs.…”

Section: Discussionmentioning

confidence: 85%

Youth Participation for Sustainable Value Creation: The Role and Prioritization of SDGs

Borojević,

Petrović,

Radaković

et al. 2023

Sustainability

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Young people play a pivotal role in instigating and driving significant changes. The impact of individuals’ involvement in environmental conservation, community development, and social change initiatives for sustainable value creation is of considerable importance in the pursuit of the sustainable development goals (SDGs). The objective of this study is to examine the contribution of youth engagement in the creation of sustainable value by analyzing their comprehension and prioritization of the 17 SDGs, with the goal of achieving sustainable development and sustainability. The researchers conducted a study on a sample of 1085 individuals between the ages of 14 and 30, who were selected from three distinct countries within the Western Balkan region—the Republic of Serbia, Bosnia and Herzegovina, and the Republic of Northern Macedonia. The data were analyzed using factor analysis in conjunction with descriptive and inferential statistics. The survey findings indicate that poverty, hunger, and access to adequate healthcare are the primary SDGs and societal challenges confronting the youth in these nations. Furthermore, it emphasizes the significance of both formal and informal education among youth as a catalyst for societal transformation for sustainable value creation.

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Section: Discussionmentioning

confidence: 85%

Youth Participation for Sustainable Value Creation: The Role and Prioritization of SDGs

Borojević,

Petrović,

Radaković

et al. 2023

Sustainability

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“…A Delphi can be used to prioritise a set of characteristics or define issues that may have a range of interpretations by seeking consensus from experts over multiple rounds (Charro, 2020;McPhail & McNeill, 2019). A Delphi study usually involves no more than 30 participants who are experts in their field to form consensus regarding a topic or issue over, often, no more than three to four rounds (Ruppert & Duncan, 2017).…”

Section: The Delphi Methodsmentioning

confidence: 99%

“…Delphi methods can involve open-ended questions (Hatt, 2018) or quantitative measures of predetermined items (Irdayanti et al, 2015). The key elements to an effective Delphi is that the quality of participant expertise must be high (Charro, 2020), participation is anonymous (Neck & Corbett, 2018), and participants are given an opportunity to reflect on the overall results after each consecutive round (Bray et al, 2012).…”

Section: The Delphi Methodsmentioning

confidence: 99%

Listening to Leaders

Hardie

Highfield

Lee

2022

Advances in Educational Marketing, Administration, and Leadership

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Entrepreneurship education in primary and secondary schools has the potential to foster student creativity and innovation and to support learning that recognises opportunities in a dynamic and challenging global community. This chapter provides a background to recent research in entrepreneurship education and school leadership, which are vital to fostering successful student learning, and proposes researchers utilise a Delphi method to gain insights from local community entrepreneurship leaders given their understanding of the local context. These community experts are able to identify locally relevant ways to deliver entrepreneurship education and schools that are known to exemplify successful models. The Delphi method is adaptable for both quantitative and qualitative research and offers the potential for mixed research for targeted deeper inquiry into the vital role of leaders in model entrepreneurship education schools. Recommendations are made for both researchers and school leaders to develop an understanding of the local context for entrepreneurship with a Delphi study.

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“…Avalan su empleo también numerosos estudios en el marco de la investigación educativa (Charro, 2020;Çetinkaya y Keser, 2018;López-Gómez, 2018;McIntyre-Hite, 2016; Mirata, Bergamin y Van der Westhuizen, 2020; Mohr y Shelton, 2017; Plesch, Kaendler, Rummel, Wiedmann y Spada, 2013; Pozzi et al, 2019;Yeh et al, 2014).…”

Section: Marco Empíricounclassified

Tecnologías digitales y ecologías de aprendizaje: desafíos y oportunidades

Caamaño

Cancelo

Machado

2021

ESXXI

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La tecnología ha devenido, hoy en día, un factor primordial de cuyo adecuado empleo depende en gran medida el funcionamiento de los diversos contextos del aprendizaje humano. La teoría ecológica del aprendizaje considera el factor tecnológico como un componente especialmente relevante. Además, las tecnologías digitales están potenciando el desarrollo de nuevas oportunidades de aprendizaje que trascienden las fronteras temporales y geográficas, y propician sistemas que rompen el encorsetamiento de las estructuras de formación formal dando paso a ambientes flexibles, expandidos y diversos desde los que se favorecen mecanismos de aprendizaje informal. Desde esta perspectiva, y de cara a la construcción de tales contextos, resulta conveniente disponer de un marco de referencia paradigmático acerca de las oportunidades que las TIC puedan presentar y, paralelamente, valorar también la problemática asociada a su empleo. Para la identificación de este elenco de affordances tecnológicas, hemos seguido el método Delphi, en cuyo desarrollo han colaborado diversos expertos nacionales e internacionales. El análisis de resultados confirma el papel destacado de los usos tecnológicos en los contextos de aprendizaje actuales, y desvela su funcionamiento en íntima relación con los demás componentes que los integran. Resaltan no solo los aspectos potenciadores del aprendizaje, como son, entre otros, la facilitación de diversas herramientas de comunicación, acceso e intercambio de información, su potencialidad para la creación de vínculos entre personas y comunidades, y la transformación de los roles educativos. Se desvela también la emergencia de ciertas barreras en su empleo, como la ausencia de estrategias de uso. En este sentido, y siempre sobre la base del análisis de la configuración concreta de cada contexto, de sus elementos e interrelaciones, puede manejarse un marco de referencia general de affordances tecnológicas que sirva de guía para el desarrollo de una ecología de aprendizaje auténtica. Currently technology has become a primary factor in the various contexts of human learning, that depend, in a large extend, on the proper use of ICT. The ecological theory of learning considers the technological factor as a particularly relevant component of learning contexts. In addition, digital technologies are driving the development of new learning opportunities that transcend temporal and geographical borders and favor systems that break the confinement of formal training structures, giving way to flexible, expanded and diverse environments that generate informal learning mechanisms. From this perspective and with a view to the construction of such contexts, it seems convenient to have a paradigmatic frame of reference of the opportunities that ICTs can present. To identify this list of technological affordances, we have proceed through the Delphi method, in whose development various national and international experts have collaborated. The analysis of results confirms the prominent role of ICT in modern learning contexts and their operation in close relationship with the other components that comprise them. Their affordances for improving learning can be highlighted, such as, among others, the facilitation of various communication tools, access and exchange of information, their potential for creating links between people and communities, and the transformation of educational roles. In this sense, and always on the basis of the analysis of the specific configuration of each context in question, its elements and interrelations, a general framework of technological affordances can be used to serve as a guide for the development of an authentic learning ecology.

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A curricular Delphi study to improve the science education of secondary school students in Spain

Cited by 11 publications

References 30 publications

Youth Participation for Sustainable Value Creation: The Role and Prioritization of SDGs

Youth Participation for Sustainable Value Creation: The Role and Prioritization of SDGs

Listening to Leaders

Tecnologías digitales y ecologías de aprendizaje: desafíos y oportunidades

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