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p-Index From 2020 - 2025
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All Journal International Journal of Educational Narratives
Holub, Natalia
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Education Social Sciences Other

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Psychological Theories in Science Education: Bridging the Gap Between Theory and Practice Riatmaja, Dodi Setiawan; Holub, Natalia; Haroun, Ibrahim
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1746

Abstract

The integration of psychological theories into science education has gained increasing attention as educators strive to improve student learning outcomes. Despite the wealth of psychological frameworks available, there remains a significant gap between theory and practice in the context of science teaching. Psychological theories, such as cognitive load theory, constructivism, and socio-cultural learning, offer valuable insights into how students learn and engage with scientific concepts. However, their application in real classroom settings is often underexplored. This research aims to investigate how psychological theories can be effectively integrated into science education practices and explore the challenges educators face when attempting to bridge the gap between theoretical knowledge and practical teaching methods. The study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data from science educators across various educational levels. The findings indicate that while educators are generally familiar with psychological theories, there is a lack of consistent implementation in the classroom. Teachers report difficulties in adapting these theories to diverse student needs and varying classroom environments. The study concludes that greater professional development and practical resources are essential to help educators apply psychological theories effectively in science education. In conclusion, bridging the gap between psychological theories and science education practice requires a concerted effort from both educators and policymakers. Training programs should focus on equipping teachers with the knowledge and tools needed to integrate psychological principles into their teaching methods, ensuring more effective science instruction.
Education in Times of War: Narrative Accounts of Displacement and Continuity in Ukrainian Schools Ivanov, Dmytro; Holub, Natalia; Solovey, Oleg
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2207

Abstract

Background. The ongoing conflict in Ukraine has disrupted the educational landscape, displacing students, teachers, and families while threatening the continuity of learning across the country. Amidst the instability of war, Ukrainian schools have demonstrated remarkable resilience, adapting pedagogical approaches and redefining the meaning of education under crisis. Purpose. This study explores how educators and students experience and respond to displacement, loss, and continuity in war-affected regions of Ukraine. Using a qualitative narrative methodology. Method. the research draws on in-depth interviews with 18 teachers and 12 students from internally displaced and frontline communities. Participants shared stories of interrupted schooling, digital adaptation, emotional trauma, and communal support. Results. The findings reveal that while infrastructural damage and psychological stress hinder formal instruction, educators and learners have found ways to preserve educational values through flexible delivery methods, psychosocial initiatives, and community-driven learning spaces. Schools emerged not only as academic institutions but as emotional anchors and symbols of national identity. Conclusion. The study highlights the importance of narrative as a tool for documenting lived experiences and advocating for education continuity in conflict zones.  
Co-Authors Haroun, Ibrahim Ivanov, Dmytro Riatmaja, Dodi Setiawan Solovey, Oleg