Hasil untuk "Special aspects of education"

Kathleen Kennedy, Anuj Gupta

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Melissa Costan, Kasim Costan, Anna Weißbach et al.

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers' perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a purposeful sample of 13 experienced physics teachers for a first exploration of attitudes towards physics education research, and (2) a quantitative survey of 174 physics teachers to examine, among other aspects, the previously observed attitudes in a larger sample and to identify teacher profiles using latent profile analysis. The interview study revealed both sceptical and non-sceptical attitudes towards physics education research, including some that fundamentally questioned its practical value. Based on the survey data and latent profile analysis, four distinct teacher profiles differing in their level of scepticism towards science education research were identified. While one profile is highly sceptical, the other three exhibit a mix of sceptical and supportive attitudes. Thus, physics teachers are not generally sceptical. However, the cooperation between research and practice is perceived as unproductive by most teachers.

Lauren D. Branditz, Andrew P. Kendle, Cynthia G. Leung et al.

Background The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students’ procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school.Methods Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores.Results Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively.Conclusions Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.

Aldo Gordillo, Daniel López-Fernández

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.

Supriya Manna, Niladri Sett

Modern Education is not \textit{Modern} without AI. However, AI's complex nature makes understanding and fixing problems challenging. Research worldwide shows that a parent's income greatly influences a child's education. This led us to explore how AI, especially complex models, makes important decisions using Explainable AI tools. Our research uncovered many complexities linked to parental income and offered reasonable explanations for these decisions. However, we also found biases in AI that go against what we want from AI in education: clear transparency and equal access for everyone. These biases can impact families and children's schooling, highlighting the need for better AI solutions that offer fair opportunities to all. This chapter tries to shed light on the complex ways AI operates, especially concerning biases. These are the foundational steps towards better educational policies, which include using AI in ways that are more reliable, accountable, and beneficial for everyone involved.

Diana Castilleja

En un contexto actual de creciente polarización y politización en torno a las cuestiones migratorias, se analizan cinco propuestas de cómics y narrativas gráficas que contribuyen a visibilizar voces y espacios olvidados de la migración latinoamericana hacia Estados Unidos. Se hace hincapié en el rol de la hibridez genérica al otorgar y reforzar la legitimidad del relato de historias personales y colectivas mediante la inserción de la autobiografía, el testimonio, el reportaje, el western o la ciencia ficción, entre otros. El corpus elegido: Migrar (Mateo y Martínez, 2011), Cita en Phoenix (Sandoval, 2016), La cicatriz. En la frontera entre México y Estados Unidos (Ferraris y Chiocca, 2019), Barrera (Vaughan, Martín y Vicente, 2019) y Ana (Arriaga y Ramos, 2021), da cuenta de las múltiples posibilidades que ofrecen estas narrativas gráficas que dejan de ser divertimento para participar activamente en la configuración de un discurso socialmente comprometido.

Katri Lahti, Heidi Backman, Taina Laajasalo et al.

ABSTRACTPotentially traumatizing events are common in adolescence, and these experiences have an impact on psychopathology. Furthermore, these events cumulate for certain individuals. More knowledge about the relationship between well-being and victimization experiences’ amount, type, and timing in adolescents is needed to understand the phenomenon of adolescent victimization. In this cross-sectional study, we investigated in a population-based sample of Finnish adolescents, whether victimization experiences associate with psychosocial well-being. The study sample comprised 5743 adolescents aged 15–16 years who filled in a questionnaire about 12 victimization experiences and psychosocial well-being. General Linear Model regression analyses were used for statistical analysis. A greater number of victimization experiences and recent timing, as well as type of victimization such as cyberbullying, were linked to problems related to psychosocial well-being. It is important to recognize current forms of youth victimization to identify the adolescents at risk for psychosocial distress and investigate on specific types of victimization.

Michael Guerzhoy

Good (Frequentist) statistical practice requires that statistical tests be performed in order to determine if the phenomenon being observed could plausibly occur by chance if the null hypothesis is false. Good practice also requires that a test is not performed if the study is underpowered: if the number of observations is not sufficiently large to be able to reliably detect the effect one hypothesizes, even if the effect exists. Running underpowered studies runs the risk of false negative results. This creates tension in the guidelines and expectations for computer science education conferences: while things are clear for studies with a large number of observations, researchers should in fact not compute p-values and perform statistical tests if the number of observations is too small. The issue is particularly live in CSed venues, since class sizes where those issues are salient are common. We outline the considerations for when to compute and when not to compute p-values in different settings encountered by computer science education researchers. We survey the author and reviewer guidelines in different computer science education conferences (ICER, SIGCSE TS, ITiCSE, EAAI, CompEd, Koli Calling). We present summary data and make several preliminary observations about reviewer guidelines: guidelines vary from conference to conference; guidelines allow for qualitative studies, and, in some cases, experience reports, but guidelines do not generally explicitly indicate that a paper should have at least one of (1) an appropriately-powered statistical analysis or (2) rich qualitative descriptions. We present preliminary ideas for addressing the tension in the guidelines between small-n and large-n studies

Hacer Efe, Ünsal Umdu Topsakal

In the study reported on here, the effects of science centres on the perceptions of secondary school students towards the nature of science were examined. The study group consisted of 16 students aged 13 and 14 of which 7 were female and 9 male. In this study, a total of 4 trips were arranged to the science centre twice a month for 2 months. Students attended different workshops, planetariums and exhibitions on each trip to the science centre they attended. The activities that students attended during these trips were independent of the school curriculum. The data were obtained in the spring of 2019. This study was experimental research. Mixed method was used as the research model and the concurrent triangulation pattern was used as the design. The Scientific Knowledge Scale, the Questionnaire for Scientific Knowledge and semi-structured interviews were used as data collection tools, which were administered to students before and after the activities. In data analysis, qualitative data were analysed using content analysis. Quantitative data were analysed using the SPSS program. As a result of the research, it was determined that science centres caused an increase in students’ scores and levels of scientific knowledge and an improvement in their views on the nature of science.

Coral Elizondo Carmona

El diseño universal para el aprendizaje es un marco educativo que guía el diseño de métodos, materiales y entornos flexibles que minimizan las barreras al aprendizaje. Está formado por pautas y puntos de verificación que ofrecen propuestas para un diseño universal que logre el aprendizaje experto para todos. Estas pautas y puntos de verificación se organizan en torno a la neurociencia y la psicología cognitiva, lo cual permite aportaciones a la educación desde un estudio transdisciplinar.

Briley L. Lewis, K. Supriya, Graham H. Read et al.

For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a "bridge" between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.

Tanya Evans, Heiko Dietrich

In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding, including from some US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practising mathematicians: creating new definitions, conjectures and proofs - that way learners are thought to develop 'deep mathematical understanding'. However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.

Ben Van Dusen, Christoph Vogelsang, Joseph Taylor et al.

Preparing future physics teachers for the demanding nature of their profession is an important and complex endeavor. Teacher education systems must provide a structure for the coherent professional development of prospective teachers. Worldwide, physics teacher education is organized in different ways, but have to face similar challenges, like the relation between academic studies and practical preparation. To meet these challenges, it is worth taking look at different teacher education systems. In this chapter, we compare physics teacher education in two countries, representing two different educational traditions: Germany and the USA. Comparing different aspects of physics teacher education (standards, organization and institutionalization, content of teacher education, quality assurance), we describe both systems in their current state and why they are organized in the way they are. In doing so, we identify surprising commonalities but also different opportunities for both systems to learn from each other.

Godelfridus Hadung Lamanepa, Rosenti Pasaribu, Claudia M.M. Maing

<p class="GravityAbstractbody">The purpose of this study was to analyze students' items and abilities—the analysis for mapping test instruments and students' basic concepts regarding optics subjects before lectures are held. The test participants were 35 physics students. The analysis model of item response theory is a one-parameter logistic model or Rasch Model with the scope of analysis of the level of item difficulty, student ability, and statements that fit the item response model. Analysis of item responses and student responses carried out using Winstep version 3.73 software. The results of the qualitative analysis of the test items consisted of memory (C1) analysis (C4). The quantitative analysis using the Rasch model showed that 35% of the total items were difficult category items. For the suitability of test items in the instrument by 85% of items fit or generally function in measurement, more than 57% of students have the geometric optical ability in logit values of 0 to 1. The results of item analysis and student ability become information for teachers to design courses such as method selection, project implementation strategies, and assessments are undertaken.</p><p> </p>

Annemette Helligsø

Muji Gunarto, Ratih Hurriyati

Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased cocreation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and a higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.

Ailton Vitor Guimarães

The forwarding of original texts for submission to follows some basic guidelines, taking into account, initially, that must be original and which shall be submitted for the approval of appraisers experts in the topics covered. To access the information on the objectives, the guidelines and the editorial policy and publication guidelines of Trabalho & Educação, click on the shortcut sobre and/or normas de publicação, situated at the top of this electronic page or here. Thank you very much interest in publishing in the journal. ___ O encaminhamento de textos originais para submissão seguem algumas orientações básicas, levando em conta, inicialmente, que devem ser inéditos e que serão submetidos à aprovação de avaliadores especialistas nos temas tratados. Para acessar as informações acerca dos objetivos, da política editorial e das diretrizes e normas de publicação da Revista Trabalho & Educação, clique nos atalhos sobre e/ou normas de publicação, localizados no topo desta página, também disponíveis aqui. Agradecemos muitíssimo o interesse em publicar na Revista.

Edilceia Domingues do Amaral Ravazzani, Graciele de Matia, Izabel Meister Coelho et al.

As Diretrizes Curriculares Nacionais direcionam a educação para mudanças no processo ensino-aprendizagem, buscam a valorização da formação quando estabelecem em sua estrutura, competências gerais e específicas, enfatizando a importância do acompanhamento pela avaliação sistemática e permanente visando à melhoria na graduação. A presente pesquisa teve por objetivo avaliar o desenvolvimento das competências gerais em graduandos de nutrição. Trata-se de um estudo analítico com abordagem quantitativa e método transversal onde se utilizou um questionário, elaborado e validado por Matia e Coelho (2015) composto por 44 questões, aplicado em estudantes e professores de quatro instituições de ensino por meio do Software Google forms. Para análise descritiva dos dados foram utilizadas medidas de tendência central e medidas de variabilidade e os testes Mann Whitney, Tukey e Teste- t  com nível de significância de p < 0,05, realizadas por meio do Software livre R versão 3.1.1. Obteve-se um total de 210 respostas, sendo 110 de estudantes de ambos os sexos e 100 de professores. A média de idade de estudantes foi de 24,66 ± 7,41 anos. A amostra foi composta por predominância de participantes do gênero feminino (87,3%). Na visão dos professores, os estudantes avaliados parecem estar desenvolvendo mais competências e habilidades de Gestão em saúde e Educação em saúde e na visão dos estudantes houve pequeno destaque apenas na Educação em saúde. Conclui-se que os estudantes dos cursos de nutrição envolvidos na pesquisa não estão desenvolvendo as competências profissionais gerais necessárias a formação, apontadas nas diretrizes, em sua totalidade

Ana Rita Castañeda-de Liendo, Celia Teresa Ledo-Royo, Jorge Montoya-Rivera

<p class="Resumen">The Bolivarian Education has been in need of projecting alternatives that lead to the continuity of the curriculum and programs for students and families that are in adverse situations caused by the climatic change. Sites or spaces have been opened to care for the preschool population of children in temporary shelter, but it is a new field to be explored by research, with new strategies and programs in the light of the sciences. This material is framed in the humanistic ethical values of solidarity, cooperation and social co-responsibility, for this and the great approach of the problem is to create in the child the values through music as a way to incorporate the integral management of the Risk in the daily culture of families, schools and communities.</p>

Ben Van Dusen, Jayson Nissen

Physics education researchers (PER) often analyze student data with single-level regression models (e.g., linear and logistic regression). However, education datasets can have hierarchical structures, such as students nested within courses, that single-level models fail to account for. The improper use of single-level models to analyze hierarchical datasets can lead to biased findings. Hierarchical models (a.k.a., multi-level models) account for this hierarchical nested structure in the data. In this publication, we outline the theoretical differences between how single-level and multi-level models handle hierarchical datasets. We then present analysis of a dataset from 112 introductory physics courses using both multiple linear regression and hierarchical linear modeling to illustrate the potential impact of using an inappropriate analytical method on PER findings and implications. Research can leverage multi-institutional datasets to improve the field's understanding of how to support student success in physics. There is no post hoc fix, however, if researchers use inappropriate single-level models to analyze multi-level datasets. To continue developing reliable and generalizable knowledge, PER should use hierarchical models when analyzing hierarchical datasets. The supplemental materials include a sample dataset, R code to model the building and analysis presented in the paper, and an HTML output from the R code.