Hasil untuk "Special aspects of 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.

Golnoush Abaei, Mojtaba Shahin, Maria Spichkova

The inclusion of internship courses in Software Engineering (SE) programs is essential for closing knowledge gaps and improving graduates' readiness for the software industry. Our study focuses on year-long internships at RMIT University (Melbourne, Australia), which offers in-depth industry engagement. We analysed how the course evolved over the last 10 years to incorporate students' needs and summarised the lessons learned that can be helpful for other educators supporting internship courses. Our qualitative analysis of internship data based on 91 reports during 2023-2024 identified three challenge themes the students faced, and which courses were found by students to be particularly beneficial during their internships. On this basis, we proposed recommendations for educators and companies to help interns overcome challenges and maximise their learning experience.

Viktoriia Makovska, Ihor Michurin, Mariia Tokhtamysh et al.

Entity-Relationship (ER) modeling is commonly taught as a primarily technical activity, despite its central role in shaping how data systems represent people, processes, and institutions. Prior research in participatory design demonstrates that involving diverse stakeholders in modeling can surface tacit knowledge, challenge implicit assumptions, and produce more inclusive data representations. However, database education currently lacks structured pedagogical approaches for teaching participatory ER modeling in practice. We introduce the GARLIC methodology for teaching and learning participatory ER modeling. GARLIC adapts and extends the ONION participatory ER modeling framework of Makovska et al.(HILDA 2025) into a workshop-based learning format that combines role-playing, collaborative synthesis, guided critique, and iterative refinement. GARLIC is designed to develop both technical modeling skills and critical awareness of the social and ethical dimensions of data representation. GARLIC lowers the barrier to participatory ER modeling and equips students with practical skills for collaborative, inclusive data model design.

Iman Reihanian, Yunfei Hou, Yu Chen et al.

This paper surveys the use of Generative AI tools, such as ChatGPT and Claude, in computer science education, focusing on key aspects of accuracy, authenticity, and assessment. Through a literature review, we highlight both the challenges and opportunities these AI tools present. While Generative AI improves efficiency and supports creative student work, it raises concerns such as AI hallucinations, error propagation, bias, and blurred lines between AI-assisted and student-authored content. Human oversight is crucial for addressing these concerns. Existing literature recommends adopting hybrid assessment models that combine AI with human evaluation, developing bias detection frameworks, and promoting AI literacy for both students and educators. Our findings suggest that the successful integration of AI requires a balanced approach, considering ethical, pedagogical, and technical factors. Future research may explore enhancing AI accuracy, preserving academic integrity, and developing adaptive models that balance creativity with precision.

Suman Saha, Fatemeh Rahbari, Farhan Sadique et al.

This paper explores integrating microlearning strategies into university curricula, particularly in computer science education, to counteract the decline in class attendance and engagement in US universities after COVID. As students increasingly opt for remote learning and recorded lectures, traditional educational approaches struggle to maintain engagement and effectiveness. Microlearning, which breaks complex subjects into manageable units, is proposed to address shorter attention spans and enhance educational outcomes. It uses interactive formats such as videos, quizzes, flashcards, and scenario-based exercises, which are especially beneficial for topics like algorithms and programming logic requiring deep understanding and ongoing practice. Adoption of microlearning is often limited by the effort needed to create such materials. This paper proposes leveraging AI tools, specifically ChatGPT, to reduce the workload for educators by automating the creation of supplementary materials. While AI can automate certain tasks, educators remain essential in guiding and shaping the learning process. This AI-enhanced approach ensures course content is kept current with the latest research and technology, with educators providing context and insights. By examining AI capabilities in microlearning, this study shows the potential to transform educational practices and outcomes in computer science, offering a practical model for combining advanced technology with established teaching methods.

Aliye Kanuni, Fahriye Altinay, Gokmen Dagli et al.

Este estudo tem como objetivo avaliar o papel dos administradores na transmissão de cultura e valores em escolas primárias rurais da República Centro-Africana (RTNC). Os dados foram coletados por meio de entrevistas semiestruturadas com 10 administradores durante o ano letivo de 2024-2025 e analisados por meio de análise descritiva. Os resultados mostram que, embora os administradores estejam cientes dos conceitos de cultura e valores, alguns os percebem como um todo unificado. Embora a educação cultural e de valores seja considerada importante, o evento “Dia da Cultura do Chipre” é o método mais utilizado. As áreas rurais são vistas como vantajosas para a transmissão cultural, e os desafios podem ser enfrentados motivando professores e alunos.

Pylyp Kuznietsov, Igor Girka, Igor Kyryllin et al.

This article provides the description of current training processes and structure of education in quantum physics at the Education and Research Institute "School of Physics and Technology" (SPT) of V.N. Karazin Kharkiv National University, Ukraine. Crucial feature of quantum education at the SPT is the involvement of scientists and experts from national and international research centers who are actively working in the field. By taking example of particular quantum courses, we outline the main challenges in the educational process during the large-scale military aggression and the ways the lecturers, scientific employees, and students manage to overcome them. We also overview the recently emerged initiatives oriented on sustaining and development of quantum education in Kharkiv, as well as the international events with a broader impact. History of the School and its main achievements are provided in brief.

Jun-ichiro Yasuda, Michael M. Hull, Naohiro Mae et al.

Although conceptual assessment tests are commonly administered at the beginning and end of a semester, this pre-post approach has inherent limitations. Specifically, education researchers and instructors have limited ability to observe the progression of student conceptual understanding throughout the course. Furthermore, instructors are limited in the usefulness of the feedback they can give to the students involved. To address these challenges, we propose an alternative approach that leverages computerized adaptive testing (CAT) and increasing the frequency of CAT-based assessments during the course, while reducing the test length per administration, thus keeping or decreasing the total number of test items administered throughout the course. The feasibility of this idea depends on how far the test length per administration can be reduced without compromising the test accuracy and precision. Specifically, the overall test length is desired to be shorter than when the full assessment is administered as a pretest and subsequent post-test. To achieve this goal, we developed a CAT algorithm that we call Chain-CAT. This algorithm sequentially links the results of each CAT administration using collateral information. We developed the Chain-CAT algorithm using the items of the Force Concept Inventory (FCI) and analyzed the efficiency by numerical simulations. We found that collateral information significantly improved the test efficiency, and the overall test length could be shorter than the pre-post method. Without constraints for item balancing and exposure control, simulation results indicated that the efficiency of Chain-CAT is comparable to that of the pre-post method even if the length of each CAT administration is only 5 items and the CAT is administered 9 times throughout the semester. (To continue, see text.)

Colleen A. McGourty, Francine Castillo, Grace Donzelli et al.

Abstract Background Although women comprise the majority of medical students, gender disparities emerge early and remain at the highest levels of academia. Most leadership courses focus on faculty or students rather than women graduate medical education (GME) trainees. Aim To promote the leadership development of women GME trainees through empowerment, community building, networking and mentorship, and concrete leadership skills development. Setting University of California, San Francisco. Participants 359 women residents and fellows from 41 specialties. Program description A longitudinal curriculum of monthly workshops designed to support leadership development for women trainees. Sessions and learning objectives were designed via needs assessments and literature review. Program evaluation A mixed-methods evaluation was performed for 3 years of WILD programming. Quantitative surveys assessed participant satisfaction and fulfillment of learning objectives. Structured interview questions were asked in focus groups and analyzed qualitatively. Discussion 23% of invited participants attended at least one session from 2018 to 2021, despite challenging trainee schedules. Surveys demonstrated acceptability and satisfaction of all sessions, and learning objectives were met at 100% of matched sessions. Focus groups highlighted positive impact in domains of community-building, leadership skills, mentorship, and empowerment. This program has demonstrated WILD’s longitudinal sustainability and impact for women trainees.

Ana Carolina Tomé Klock, Brenda Salenave Santana, Juho Hamari

Gamification is a technological, economic, cultural, and societal development toward promoting a more game-like reality. As this emergent phenomenon has been gradually consolidated into our daily lives, especially in educational settings, many scholars and practitioners face a major challenge ahead: how to understand and mitigate the unethical impacts of gamification when researching and developing such educational technologies? Thus, this study explores ethical challenges in gamified educational applications and proposes potential solutions to address them based on an umbrella review. After analysing secondary studies, this study details and proposes recommendations on addressing some ethical challenges in gamified education, such as power dynamics and paternalism, lack of voluntarity and confidentiality, cognitive manipulation, and social comparison. Research and development decision-making processes affected by such challenges are also elaborated, and potential actions to mitigate their effects in gamification planning, conducting and communication are further introduced. Thus, this chapter provides an understanding of ethical challenges posed by the literature in gamified education and a set of guidelines for future research and development.

Tayebe Ghasemi Dehnavi, Zahra Yousefi, Hadi Farhadi

BACKGROUND: Marital satisfaction and positive emotional experience towards one's spouse has always been effective in preserving and surviving the family, therefore one of the concerns of family specialists is to improve these two structures in the family. This research was conducted with the aim of the effectiveness of imago therapy on marital satisfaction and emotional experience towards spouse among married men with conflict in Isfahan city. MATERIALS AND METHODS: The research was semi-experimental with a pre-test and post-test design with experimental and control groups. The statistical population was all married and conflicted men of Isfahan city in the year 1400, from whom a sample of 40 people was selected as available and non-randomly placed in an experimental group and a control group. The measurement tools were Inridge marital satisfaction scale with Cronbach's alpha above 0.80 and emotional experience towards spouse with Cronbach's alpha above 0.92 for each subscale). Both research groups were evaluated by research tools before and after training. While the control group was on the waiting list, the experimental group received Imago therapy. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis). RESULTS: The results showed that imago therapy had a significant effect on the improvement of marital satisfaction and the dimensions of emotional experience towards the spouse (P = 0.01). CONCLUSION: According to the present results, it can be said that this method can help family counselors to use this method to improve marital satisfaction and emotional experience towards the spouse and thereby reduce marital conflicts. He used this integrated method.

Milagros Rafaghelli, Candela San Román, Marianela Turriani

El artículo presenta reflexiones analíticas respecto de una acción de extensión desarrollada durante el segundo semestre de 2022 entre la Facultad de Ciencias de la Educación de la Universidad Nacional de Entre Ríos y tres institutos superiores de formación docente de distintas localidades de la provincia. Las situaciones problemáticas que se abordaron en la acción se vincularon con un aspecto fundamental en las prácticas docentes, la evaluación. En primer lugar, se presentan la situación y los procesos que movilizaron la construcción y desarrollo del proyecto. En segundo lugar, se plantean las perspectivas teóricas y metodológicas desde las cuales se abordó el mismo, tanto de los enfoques de la extensión en el marco de la integralidad de funciones, como del tema de la evaluación en las instancias de prácticas docentes. Finalmente, se comparten algunas notas distintivas derivadas de la intervención consideradas interesantes para la discusión en cuanto a la integralidad de funciones en la universidad.

Jonathan Álvarez Ariza, Heyson Baez

In the last decade, Single-Board Computers (SBCs) have been employed more frequently in engineering and computer science both to technical and educational levels. Several factors such as the versatility, the low-cost, and the possibility to enhance the learning process through technology have contributed to the educators and students usually employ these devices. However, the implications, possibilities, and constraints of these devices in engineering and Computer Science (CS) education have not been explored in detail. In this systematic literature review, we explore how the SBCs are employed in engineering and computer science and what educational results are derived from their usage in the period 2010-2020 at tertiary education. For that, 154 studies were selected out of n=605 collected from the academic databases Ei Compendex, ERIC, and Inspec. The analysis was carried-out in two phases, identifying, e.g., areas of application, learning outcomes, and students and researchers' perceptions. The results mainly indicate the following aspects: (1) The areas of laboratories and e-learning, computing education, robotics, Internet of Things (IoT), and persons with disabilities gather the studies in the review. (2) Researchers highlight the importance of the SBCs to transform the curricula in engineering and CS for the students to learn complex topics through experimentation in hands-on activities. (3) The typical cognitive learning outcomes reported by the authors are the improvement of the students' grades and the technical skills regarding the topics in the courses. Concerning the affective learning outcomes, the increase of interest, motivation, and engagement are commonly reported by the authors.

Alexandre Borovik

In the Soviet Union a reform movement in mathematics education was triggered by Andrey Kolmogorov in the 1970s, and followed by a counter-reform. This movement was rooted in the very different socioeconomic conditions of that time and place, and followed a strategy with very significant contrasts to similar programs in the USA, England, or France. This provides an interesting case study which may illuminate the way such movements arise and succeed or fail, and, at the social level, certain fundamental commonalities of constraints as well as significant differences according to local conditions. We shall show that the principal reasons of the failure of the Kolmogorov reform were political: (1) The reform ignored the reality of the socio-economic conditions of the country; (2) The human factor was ignored, and very little attention was given to professional development and retraining of, and methodological help to, the whole army of teachers; (3) An attempt to transfer mathematical content and methods from the highly successful advanced extension stream for mathematically strong and highly engaged children to mainstream education was an especially grievous error.

Isaiah Mmatipe Sefoka

The paper examines how infrastructural amenities, socio-economic goods and services, play an active role in ensuring the realization of quality education. It is an undisputed fact that teaching and learning have now become an essential tool in shaping the right to access quality education. However, quality education cannot be realized if infrastructural amenities, socio-economic goods and services are not up to standard. The judiciary, through its pronouncements has also reiterated on the significance of having a learning environment that is conducive for effective teaching and learning. This paper showcases the importance of infrastructural amenities and socio-economic goods and services, as an integral part of the realization of quality education. In doing so, the paper adopted a non-empirical approach generally acceptable in legal research activities. It concludes that the right to education is inalienable and as such, it is incumbent on the government and institutions responsible for the delivery of education, to ensure that the right is promoted and provided for at all costs. The paper recommends that the government must improve infrastructural amenities, socio-economic goods and services in schools, to create a learning environment conducive to r the realization of quality education.

Roy Venketsamy, Zijing Hu

Jiahao Chen, Hang Li, Wenbiao Ding et al.

In this paper, we propose a simple yet effective solution to build practical teacher recommender systems for online one-on-one classes. Our system consists of (1) a pseudo matching score module that provides reliable training labels; (2) a ranking model that scores every candidate teacher; (3) a novelty boosting module that gives additional opportunities to new teachers; and (4) a diversity metric that guardrails the recommended results to reduce the chance of collision. Offline experimental results show that our approach outperforms a wide range of baselines. Furthermore, we show that our approach is able to reduce the number of student-teacher matching attempts from 7.22 to 3.09 in a five-month observation on a third-party online education platform.

Lelia Schewe

El texto aborda algunas controversias sobre la accesibilidad en un contexto universitario, a partir de una investigación en curso denominada “Inclusión de Estudiantes con Discapacidad en la Universidad. Parte II” (16H1178IDP) realizada en la Universidad Nacional de Misiones, Argentina. A partir de la incorporación de investigadores con discapacidad al proyecto, nos planteamos como objetivo analizar en las prácticas docentes universitarias la forma en que se presentan las violencias capacitistas, a partir de la realización de entrevistas y el análisis de clases virtuales. Como primeros resultados, nos encontramos con una problemática: la responsabilidad sobre los apoyos que necesitan estudiantes con discapacidad. El texto se titula “El extraño caso de la estudiante que necesita apoyos” por uno de los relatos que forma parte de la investigación: una situación de violencia capacitista explícita a partir de la solicitud de apoyo de una estudiante con discapacidad visual.

Jason Garver

"Rigor" is an often sought after but ill-defined concept in education. This work reviews several models of rigor from current literature before proposing a tool which is used to analyze science education throughout history. The 20\textsuperscript{th} century science education in the United States was subject to changing sociopolitical motivations about the use of science both in general and for students. These factors as well as developments in theory of learning and broad education reforms had changing affects on the level of rigor in science education. This work analyzes the theoretical level of rigor of science education in the US based on two main motivating factors for science education; science as a social endeavor and science as a discipline, throughout the 20\textsuperscript{th} century.

Serhat Başar, Halenur Çeliktürk, İrem Çomoğlu

This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers’ insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through semi-structured interviews, written reflections and program documents and analysed using a descriptive coding strategy. The findings reveal that the participant teachers consider CPD as a customized, practice-focused, collaborative and reflective endeavour. Implications for future continuous professional development programs are also discussed.