Hasil untuk "Special aspects of education"

Jie Gao, Jiayi Zhang, Dan Chen

While Generative AI (GenAI) rapidly integrated into higher education, existing research has primarily focused on regulating student use. As a result, student perspectives on faculty adoption of GenAI remained unexplored. In this study, we analyzed survey responses from 156 undergraduate and graduate students to examine their attitudes toward both student and faculty use of GenAI. We classified students into four groups based on their attitudes, including GenAI Optimists, Student Support Group, Faculty Support Group, and Non-supporters. Findings show that 37% of participants do not support GenAI use by either students or faculty, while 31% support GenAI use in both contexts. We also conducted thematic analysis to understand participants' concerns on faculty GenAI usage. Results revealed that (1) a majority of students (79%) questioned the validity and reliability of GenAI-generated responses, and (2) 37% of students feared that faculty overreliance on GenAI created a "futile cycle" that might reduce faculty critical thinking. Our findings showed that students expressed concerns about GenAI use by faculty in teaching and grading contexts, with pedagogical concerns being most prominent. These findings informed the future use of GenAI in teaching and learning in higher education.

Christoph Kulgemeyer, Anna Weißbach, Kasim Costan et al.

Evidence-based education has become a central concept in science education, with meta-analyses often regarded as the gold standard for informing practice. This emphasis raises critical questions concerning the applicability, generalizability and transferability of research findings into classroom practice. It remains unclear both what kind of evidence education should be based on and whether science education research can provide the type of evidence required to guide decisions at different levels. This paper argues that theories play a crucial role in building bridges between research and practice. Drawing on literature from science education and the philosophy of science, we contrast the explanatory scope of meta-analyses with the predictive and integrative potential of theories, understood in a structuralist sense as systems of models with defined domains of applicability. We propose that science education research requires both fundamental and applied research, each contributing to theory development at different levels, ranging from local and context-specific models to more fundamental theoretical frameworks. Importantly, we argue that theories in science education should not be viewed merely as applications of psychological or pedagogical theories, but as fundamental theories in their own right. We conclude that the future development of science education research may benefit more from the systematic refinement and integration of theories than from the continued accumulation of isolated local findings, and we propose ways to support the development of such theories. A theory-guided understanding of evidence-based education can strengthen the scientific foundations of the field while simultaneously enhancing its practical relevance, thereby helping to narrow the long-standing theory-practice gap.

Elisa Gouvêa, Cláudia Aparecida Valderramas Gomes

Este artigo apresenta parte dos resultados de uma pesquisa de mestrado, que teve como escopo a apreensão dos sentidos do trabalho docente durante o período das atividades remotas, na pandemia do novo coronavírus. Para tanto, parte-se do entendimento da Psicologia Histórico-Cultural de que o mundo objetivo possui sua expressão subjetiva, dado que constitui uma unidade objetivo-subjetiva. Tal unidade se traduz para os sujeitos como sentidos subjetivos, composto por processos afetivos e cognitivos. Para a produção dos dados, foram realizados cinco encontros de um grupo focal com quatro docentes do Ensino Médio de uma escola pública, localizada no interior de São Paulo, e para a análise utilizou-se a metodologia qualitativa dos Núcleos de Significação. Os resultados indicaram a constituição de dois núcleos: I) Contexto pandêmico e sofrimento docente e II) Questões estruturais e trabalho docente, ambos sintetizaram mediações, por meio das quais ficou demonstrado que a pandemia intensificou processos de sofrimento que já vinham acometendo professores e professoras, e que o uso das Tecnologias de Informação e Comunicação – TICs – contribuiu para a disseminação da ideologia neoliberal na Educação. O estudo consolidou a atividade como a gênese dos sentidos, os quais, por interferência das condições pandêmicas, materializaram o esvaziamento do trabalho docente.

Liu G, Lan T, E M et al.

Guohui Liu,1 Tian Lan,2 Mingyan E,1 Yunlong He,1 Hanqing Hu3 1Department of Radiation Oncology, Harbin Medical University Cancer Hospital, Harbin, 150040, People’s Republic of China; 2Department of Educational Administration, Harbin Medical University Cancer Hospital, Harbin, 150040, People’s Republic of China; 3Department of Colorectal Cancer Surgery, The Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, People’s Republic of ChinaCorrespondence: Hanqing Hu, Department of Colorectal Cancer Surgery, The Second Affiliated Hospital of Harbin Medical University, Harbin, 150086, People’s Republic of China, Email huhanqing@hrbmu.edu.cnObjective: This study aimed to evaluate whether integrating the TeamSTEPPS model with PEARLS structured debriefing improves teamwork competencies and clinical decision-making among radiotherapy residents, compared to traditional simulation teaching, and to assess its broader applicability in medical education.Methods: From June to December 2023, 36 standardized training residents from the Radiotherapy Department of Harbin Medical University Cancer Hospital were selected and randomly assigned to an experimental group and a control group, each with 18 participants, using a random number table The experimental group underwent scenario-based simulation teaching incorporating the TeamSTEPPS model and PEARLS structured debriefing, while the control group received traditional simulation teaching. Post-intervention, a unified quantitative assessment evaluated theoretical knowledge, skill performance, and simulation performance in both groups. Additionally, satisfaction levels were assessed via questionnaire.Results: The experimental group exhibited significantly higher scores in theoretical knowledge (88.55± 6.52) and skill performance (87.68± 18.42) compared to the control group (71.63± 5.69 and 58.96± 11.47, respectively; P< 0.05). The experimental group exhibited statistically significant improvements in teamwork competencies, including communication (23.22± 2.21 vs 21.43± 3.77, P< 0.05), leadership (23.40± 2.22 vs 22.19± 3.51, P< 0.05), situational awareness (18.95± 1.61 vs 17.62± 2.64, P< 0.05), and mutual support (27.93± 2.92 vs 25.69± 5.76, P< 0.05). The experimental group’s higher satisfaction (94.44% vs 77.78%, P< 0.05) underscores the potential of this integrated approach to address systemic challenges in clinical education, such as fragmented teamwork training and insufficient reflective practice. These findings suggest that combining TeamSTEPPS with PEARLS could serve as a replicable framework for multidisciplinary medical training programs aiming to enhance both technical proficiency and collaborative care.Conclusion: The innovative combined teaching method applied in this study to scenario-based simulation teaching in radiation oncology can significantly enhance residents’ theoretical knowledge, skill performance, and team collaboration abilities.This methodology exhibits notable advantages in clinical teaching within the radiotherapy department and with potential applicability to multidisciplinary medical education and standardized residency programs.Keywords: radiation oncology, teaching methods, resident standardized training, simulation teaching, team collaboration

Rodrigo Tertulino

The application of data mining and artificial intelligence in education offers unprecedented potential for personalizing learning and early identification of at-risk students. However, the practical use of these techniques faces a significant barrier in privacy legislation, such as Brazil's General Data Protection Law (LGPD), which restricts the centralization of sensitive student data. To resolve this challenge, privacy-preserving computational approaches are required. The present study evaluates the feasibility and effectiveness of Federated Learning, specifically the FedProx algorithm, to predict student performance using microdata from the Brazilian Basic Education Assessment System (SAEB). A Deep Neural Network (DNN) model was trained in a federated manner, simulating a scenario with 50 schools, and its performance was rigorously benchmarked against a centralized eXtreme Gradient Boosting (XGBoost) model. The analysis, conducted on a universe of over two million student records, revealed that the centralized model achieved an accuracy of 63.96%. Remarkably, the federated model reached a peak accuracy of 61.23%, demonstrating a marginal performance loss in exchange for a robust privacy guarantee. The results indicate that Federated Learning is a viable and effective solution for building collaborative predictive models in the Brazilian educational context, in alignment with the requirements of the LGPD.

Briley L. Lewis

Writing is a critical skill for modern science, enabling collaboration, scientific discourse, public outreach, and more. Accordingly, it is important to consider how physicists and astronomers are trained to write. This study aims to understand the landscape of science writing education, specifically in physics and astronomy, in higher education in the United States. An online survey probing various aspects of their writing training in both undergraduate and graduate school was administered to 515 participants who have obtained training in physics and/or astronomy, or related fields, at the level equal to or beyond upper-division undergraduate study. Humanities and writing requirement courses appear to have a key role in general writing education, while laboratory courses and feedback from mentors are the dominant modes of science writing education in undergraduate and graduate school respectively. There is substantial variation in the quality of writing education in physics and astronomy, often dependent on the student's institution and/or mentor. Some participants also report that their success in disciplinary writing was a result of a solid foundation from K-12 education and/or self-direction towards resources; such reliance on past experiences and student background may contribute to inequality in the field. Many participants also stated a clear desire for more structured writing training to be available in the field. We provide suggestions for how to implement such training to meet the needs of the community identified in the survey.

Prakash Shukla, Suchismita Naik, Ike Obi et al.

The growing integration of AI tools in student design projects presents an unresolved challenge in HCI education: how should AI-generated content be cited and documented? Traditional citation frameworks -- grounded in credibility, retrievability, and authorship -- struggle to accommodate the dynamic and ephemeral nature of AI outputs. In this paper, we examine how undergraduate students in a UX design course approached AI usage and citation when given the freedom to integrate generative tools into their design process. Through qualitative analysis of 35 team projects and reflections from 175 students, we identify varied citation practices ranging from formal attribution to indirect or absent acknowledgment. These inconsistencies reveal gaps in existing frameworks and raise questions about authorship, assessment, and pedagogical transparency. We argue for rethinking AI citation as a reflective and pedagogical practice; one that supports metacognitive engagement by prompting students to critically evaluate how and why they used AI throughout the design process. We propose alternative strategies -- such as AI contribution statements and process-aware citation models that better align with the iterative and reflective nature of design education. This work invites educators to reconsider how citation practices can support meaningful student--AI collaboration.

Wenhan Lyu, Shuang Zhang, Tingting et al.

Generative AI (GenAI) has brought opportunities and challenges for higher education as it integrates into teaching and learning environments. As instructors navigate this new landscape, understanding their engagement with and attitudes toward GenAI is crucial. We surveyed 178 instructors from a single U.S. university to examine their current practices, perceptions, trust, and distrust of GenAI in higher education in March 2024. While most surveyed instructors reported moderate to high familiarity with GenAI-related concepts, their actual use of GenAI tools for direct instructional tasks remained limited. Our quantitative results show that trust and distrust in GenAI are related yet distinct; high trust does not necessarily imply low distrust, and vice versa. We also found significant differences in surveyed instructors' familiarity with GenAI across different trust and distrust groups. Our qualitative results show nuanced manifestations of trust and distrust among surveyed instructors and various approaches to support calibrated trust in GenAI. We discuss practical implications focused on (dis)trust calibration among instructors.

Vidya Venkatesan, Aomawa L. Shields, Russell Deitrick et al.

Eccentric planets may spend a significant portion of their orbits at large distances from their host stars, where low temperatures can cause atmospheric CO2 to condense out onto the surface, similar to the polar ice caps on Mars. The radiative effects on the climates of these planets throughout their orbits would depend on the wavelength-dependent albedo of surface CO2 ice that may accumulate at or near apoastron and vary according to the spectral energy distribution of the host star. To explore these possible effects, we incorporated a CO2 ice-albedo parameterization into a one-dimensional energy balance climate model. With the inclusion of this parameterization, our simulations demonstrated that F-dwarf planets require 29% more orbit-averaged flux to thaw out of global water ice cover compared with simulations that solely use a traditional pure water ice-albedo parameterization. When no eccentricity is assumed, and host stars are varied, F-dwarf planets with higher bond albedos relative to their M-dwarf planet counterparts require 30% more orbit-averaged flux to exit a water snowball state. Additionally, the intense heat experienced at periastron aids eccentric planets in exiting a snowball state with a smaller increase in instellation compared with planets on circular orbits; this enables eccentric planets to exhibit warmer conditions along a broad range of instellation. This study emphasizes the significance of incorporating an albedo parameterization for the formation of CO2 ice into climate models to accurately assess the habitability of eccentric planets, as we show that, even at moderate eccentricities, planets with Earth-like atmospheres can reach surface temperatures cold enough for the condensation of CO2 onto their surfaces, as can planets receiving low amounts of instellation on circular orbits.

Apekshya Ghimire, Chandralekha Singh

We focus on reflections and suggestions of five college quantum educators from four different institutions (two from same institution) regarding what can be done to diversify the second quantum revolution. They are leading QIST researchers, and very passionate about improving quantum education. The educators were asked about their thoughts on whether the interdisciplinary nature of the field, in which nobody can claim to be an expert in all aspects of QIST, may make it easier to create a better culture from the beginning, supportive of equitable participation of diverse groups unlike physics. This is because disciplines such as physics have an ingrained inequitable culture based on brilliance attribution that is a major impediment to diversity, equity and inclusion. Educators were interviewed on Zoom using a semi-structured think-aloud protocol about various issues related to QIST education including those pertaining to how to diversify the second quantum revolution. Their suggestions can be invaluable and can help other educators adapt and implement strategies to diversify QIST.

Mario Hidalgo

The technological revolution experienced in today’s society has led educational organisations to assume the responsibility of training skills and abilities for this new context. Despite the high degree of complexity within technology-mediated ecosystems, the scientific literature seems to agree that the development of teachers' digital competence is identified to be a key variable of success. The definition of digital competence is however not clearly delineated. Moreover, direct and indirect interactions within this technology-mediated teaching and learning process are not clearly identified. The objective of this study is to define the concept of Digital Teaching Competence through a Systematic Literature Review published between 2017 and 2022, using the Scopus and Dialnet databases. A total of 316 references in English and Spanish were identified, of which 32 were selected for the final analysis, following the PRISMA protocol guidelines. The results confirm the existence of a high degree of conceptual fragmentation, as well as the lack of agreement on the terminology to be used. There is a need to reach a consensus on a taxonomy that facilitates, on one hand, the analysis of the elements that make up Digital Teaching Competence, and on the other hand, the improvement of the capacity to analyse specific contextual variables that contribute to enhancing technology-mediated teaching and learning processes.

Filip Turoboś, Jacek Stańdo, Żywilla Fechner et al.

The Bologna Process has affected almost every field and every aspect of higher education in European countries which participate in it. The strife towards unification of the degrees, quality assurance and expanded access to higher education brought a lot of positive adjustments in multiple aspects, however, at the cost of new challenges to undertake. One of these obstacles include the problem of student retention. Over the years, the percentage of Bachelors who remain at the university for Master's degree programme has dropped significantly. There is a myriad of possible reasons for this phenomenon and the aim of this paper is to provide at least a partial answer that question using the data we have collected from the students of multiple universities in Poland.

Marie Kuenemann, Mélanie Gaillet, Rebecca Shankland et al.

Abstract Background The sanitary service is a mandatory prevention training programme for all French healthcare students. Students receive training and then have to design and carry out a prevention intervention with various populations. The aim of this study was to analyse the type of health education interventions carried out in schools by healthcare students from one university in order to describe the topics covered and the methods used. Method The 2021–2022 sanitary service of University Grenoble Alpes involved students in maieutic, medicine, nursing, pharmacy and physiotherapy. The study focused on students who intervened in school contexts. The intervention reports written by the students were read doubly by independent evaluators. Information of interest was collected in a standardised form. Results Out of the 752 students involved in the prevention training program, 616 (82%) were assigned to 86 schools, mostly primary schools (58%), and wrote 123 reports on their interventions. Each school hosted a median of 6 students from 3 different fields of study. The interventions involved 6853 pupils aged between 3 and 18 years. The students delivered a median of 5 health prevention sessions to each pupil group and spent a median of 25 h (IQR: 19–32) working on the intervention. The themes most frequently addressed were screen use (48%), nutrition (36%), sleep (25%), harassment (20%) and personal hygiene (15%). All students used interactive teaching methods such as workshops, group games or debates that was addressed to pupils’ psychosocial (mainly cognitive and social) competences. The themes and tools used differed according to the pupils’ grade levels. Conclusion This study showed the feasibility of conducting health education and prevention activities in schools by healthcare students from five professional fields who had received appropriate training. The students were involved and creative, and they were focused on developing pupils’ psychosocial competences.

Christopher Bull, Ahmed Kharrufa

The software development industry is amid another disruptive paradigm change - adopting the use of generative AI (GAI) assistants for programming. Whilst AI is already used in various areas of software engineering, GAI technologies, such as GitHub Copilot and ChatGPT, have ignited peoples' imaginations (and fears). It is unclear how the industry will adapt, but the move to integrate these technologies by large software companies, such as Microsoft (GitHub, Bing) and Google (Bard), is a clear indication of intent and direction. We performed exploratory interviews with industry professionals to understand current practice and challenges, which we incorporate into our vision of a future of software development education and make some pedagogical recommendations.

Luis Morales-Navarro, Yasmin B. Kafai

As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual paper, we first historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research.

George Boateng, Samuel John, Samuel Boateng et al.

Africa has a high student-to-teacher ratio which limits students' access to teachers for learning support such as educational question answering. In this work, we extended Kwame, a bilingual AI teaching assistant for coding education, adapted it for science education, and deployed it as a web app. Kwame for Science provides passages from well-curated knowledge sources and related past national exam questions as answers to questions from students based on the Integrated Science subject of the West African Senior Secondary Certificate Examination (WASSCE). Furthermore, students can view past national exam questions along with their answers and filter by year, question type, and topics that were automatically categorized by a topic detection model which we developed (91% unweighted average recall). We deployed Kwame for Science in the real world over 8 months and had 750 users across 32 countries (15 in Africa) and 1.5K questions asked. Our evaluation showed an 87.2% top 3 accuracy (n=109 questions) implying that Kwame for Science has a high chance of giving at least one useful answer among the 3 displayed. We categorized the reasons the model incorrectly answered questions to provide insights for future improvements. We also share challenges and lessons with the development, deployment, and human-computer interaction component of such a tool to enable other researchers to deploy similar tools. With a first-of-its-kind tool within the African context, Kwame for Science has the potential to enable the delivery of scalable, cost-effective, and quality remote education to millions of people across Africa.

Norma Flores-González

Debido a un estado pandémico derivado de la covid-19, la educación en México transitó hacia modelos y entornos educativos virtuales; esto requirió de los docentes el desarrollo de nuevas competencias profesionales con el fin de responder a las características propias de esos contextos. Ante esta situación, resulta imprescindible indagar sobre la adaptabilidad docente a entornos virtuales de aprendizaje. El objetivo de la presente investigación es describir la adaptabilidad de los docentes a los entornos virtuales a través de la caracterización de las dimensiones de su perfil docente. La metodología empleada es cuantitativa con alcance descriptivo y corte transversal. La muestra está constituida por 268 evaluaciones docentes realizadas por los estudiantes de los dos programas de licenciatura (inglés y francés) de la Facultad de Lenguas durante los periodos primavera-otoño de 2020 y primavera de 2021. Los resultados obtenidos muestran una adaptabilidad progresiva a la modalidad virtual y los principales hallazgos radican en la identificación de tres dimensiones: académico-pedagógica, técnica y socioafectiva, que subyacen a su perfil docente y hacen plausible su praxis en un entorno nuevo mediado por tecnología. No obstante, se distinguen áreas de oportunidad tales como la aplicación de la dimensión técnica, la necesidad de formación docente en el uso de las tecnologías del aprendizaje y conocimiento (TAC) y diseños tecno-pedagógicos. En conclusión, las aportaciones del estudio derivan en contribuciones de tipo metodológico para describir el actuar docente ante la modalidad imperante y de tipo teórico para la toma de decisiones en pro de mejores prácticas docentes.

Jihan Assyifa Fatihah, Tuszie Widhiyanti, Sri Mulyani et al.

The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.

Fiona Hallett

ABSTRACT The purpose of this article is to critique the practices of those coordinating provision for children and young people with special educational needs during the Coronavirus pandemic. Whilst many schools are focusing on the practical aspects of getting students and staff back to school, there is a danger that practicalities may obfuscate broader systemic problems. In terms of educating children and young people with special educational needs and/or disabilities, Covid-19 offers an opportunity to reflect on the difference between physical ‘bubbles’ designed to reduce transmission and the theoretical and professional ‘bubbles’ that have existed for many years. Whilst the former is urgent, it cannot be allowed to overwhelm the important; the role of the SENCO being one example. As education systems vary across geo-political contexts, a critique of practice in England is used as an exemplar for analysis.

D. Diana, S. Sunardi, G. Gunarhadi et al.

The pandemic, which occurs in all parts of the world has changed the order of the learning process for children with special education needs (SEN) which was initially carried out face-to-face to the online distance learning from home. This study aims to see the impact of the Inclusive Teaching (I-Teach) model on the life skills of early childhood students with special needs while studying from home during the covid-19 pandemic. This study is survey research with data analysis using the percentage of life skills assessment in children with special needs, carried out at 6 early childhood education institutions that have children with special needs totaling 12 students with the following specifications: 5 students with autism spectrum disorder, 1 student with speech delay, 2 students with attention deficit hyperactivity disorder, 1 student with down syndrome, and 3 other students who have not been diagnosed.The research found that, from the six aspects of special needs childrens'  life skills, most of them can self-feeding. It showed when children used the cutlery to clean the dishes by themselves. Meanwhile, for the dressing skill, personal hygiene, self-awareness, safety, and others, children still need reinforcement from parent and teacher.           Keywords: Life Skills, SEN, Early Childhood