Hasil untuk "History of education"

W. Tate

Michael Bobias Cahapay

All sectors worldwide, including education, have been devastated by the impacts of COVID-19 pandemic. As we approach the new normal in the post-COVID-19 era, there is a need to consider education anew in the light of emerging opportunities and challenges. Thus, this short article attempts to rethink education in the new normal post-COVID-19 era through the perspectives of curriculum studies. The implications of the continuing crisis to the four elements of curriculum - goal, content, approach, and evaluation - are discussed. Some emerging options may be cogently viewed within the perspectives of these elements. Aside from the lens curriculum studies, this paper suggests that other aspects of education should be explored further to better reconsider education in this new era in human history.

Peng Yang, Yunfeng Zhu, Chao Chang et al.

The rapid integration of Large Language Models (LLMs) into software engineering practice is reshaping how software testing activities are performed. LLMs are increasingly used to support software testing. Consequently, software testing education must evolve to prepare students for this new paradigm. However, while students have already begun to use LLMs in an ad hoc manner for testing tasks, there is limited empirical understanding of how such usage influences their testing behaviors, judgment, and learning outcomes. It is necessary to conduct a systematic investigation into how students learn to evaluate, control, and refine LLM-assisted testing results. This paper presents a mixed-methods, two-phase exploratory study on human-LLM collaboration in software testing education. In Phase I, we analyze classroom learning artifacts and interaction records from 15 students, together with a large-scale survey conducted in a national software testing competition (337 valid responses), to identify recurring prompt-related difficulties across testing tasks. The results reveal systematic interaction breakdowns, including missing contextual information, insufficient constraints, rigid one-shot prompting, and limited strategy-driven iteration, with automated test script generation emerging as a particularly heterogeneous and effort-intensive interaction context. Building on these findings, Phase II conducts an illustrative classroom practice that operationalizes the observed breakdowns into a lightweight, stage-aware prompt scaffold for test script generation, guiding students to explicitly articulate execution-relevant information such as environmental assumptions, interaction grounding, synchronization, and validation intent, and reporting descriptive shifts in students' testing-related articulation when interacting with LLMs.

Tryfon Sivenas, Panagiota Maragkaki

The purpose of this study was to examine, from the perspective of secondary education students, the educational affordances and constraints of using Artificial Intelligence (AI) in teaching and learning. The sample consisted of 45 students from the 2nd year of General Lyceum (11th grade, ages 16-17) in Greece, who, after becoming familiarized with ChatGPT-4o and completing six activities, filled in an open-ended questionnaire related to the research purpose. Open, axial, and selective coding of the data revealed that students recognize five educational affordances: the creation of new knowledge building on prior knowledge, immediate feedback, friendly interaction through messaging, ease and speed of access to information, and skills development. Concurrently, three main constraints were identified: content reliability, anxiety about AI use, and privacy concerns. The study concludes that students are positive toward AI use in education.

A. Pręgowska, K. Masztalerz, M. Garlińska et al.

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

Antoun Yaacoub, Sansiri Tarnpradab, Phattara Khumprom et al.

Artificial intelligence (AI) is rapidly transforming education, presenting unprecedented opportunities for personalized learning and streamlined content creation. However, realizing the full potential of AI in educational settings necessitates careful consideration of the quality, cognitive depth, and ethical implications of AI-generated materials. This paper synthesizes insights from four related studies to propose a comprehensive framework for enhancing AI-driven educational tools. We integrate cognitive assessment frameworks (Bloom's Taxonomy and SOLO Taxonomy), linguistic analysis of AI-generated feedback, and ethical design principles to guide the development of effective and responsible AI tools. We outline a structured three-phase approach encompassing cognitive alignment, linguistic feedback integration, and ethical safeguards. The practical application of this framework is demonstrated through its integration into OneClickQuiz, an AI-powered Moodle plugin for quiz generation. This work contributes a comprehensive and actionable guide for educators, researchers, and developers aiming to harness AI's potential while upholding pedagogical and ethical standards in educational content generation.

Sven Jacobs, Natalie Kiesler

Real-time voice interfaces using multimodal Generative AI (GenAI) can potentially address the accessibility needs of novice programmers with disabilities (e.g., related to vision). Yet, little is known about how novices interact with GenAI tools and their feedback quality in the form of audio output. This paper analyzes audio dialogues from nine 9th-grade students using a voice-enabled tutor (powered by OpenAI's Realtime API) in an authentic classroom setting while learning Python. We examined the students' voice prompts and AI's responses (1210 messages) by using qualitative coding. We also gathered students' perceptions via the Partner Modeling Questionnaire. The GenAI Voice Tutor primarily offered feedback on mistakes and next steps, but its correctness was limited (71.4% correct out of 416 feedback outputs). Quality issues were observed, particularly when the AI attempted to utter programming code elements. Students used the GenAI voice tutor primarily for debugging. They perceived it as competent, only somewhat human-like, and flexible. The present study is the first to explore the interaction dynamics of real-time voice GenAI tutors and novice programmers, informing future educational tool design and potentially addressing accessibility needs of diverse learners.

Nicy Scaria, Suma Dharani Chenna, Deepak Subramani

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

Wei Hung Pan, Ming Jie Chok, Jonathan Leong Shan Wong et al.

Educators are increasingly concerned about the usage of Large Language Models (LLMs) such as ChatGPT in programming education, particularly regarding the potential exploitation of imperfections in Artificial Intelligence Generated Content (AIGC) Detectors for academic misconduct. In this paper, we present an empirical study where the LLM is examined for its attempts to bypass detection by AIGC Detectors. This is achieved by generating code in response to a given question using different variants. We collected a dataset comprising 5,069 samples, with each sample consisting of a textual description of a coding problem and its corresponding human-written Python solution codes. These samples were obtained from various sources, including 80 from Quescol, 3,264 from Kaggle, and 1,725 from LeetCode. From the dataset, we created 13 sets of code problem variant prompts, which were used to instruct ChatGPT to generate the outputs. Subsequently, we assessed the performance of five AIGC detectors. Our results demonstrate that existing AIGC Detectors perform poorly in distinguishing between human-written code and AI-generated code.

Dilek Örüm, Mehmet Hamdi Örüm, Yaşar Kapıcı et al.

Abstract Background Methamphetamine use and related direct and indirect problems are increasing all over the world. The coexistence of lifetime marijuana use (LMU) and methamphetamine use disorder (MUD) may also be accompanied by psychotic symptoms (MAP). Methamphetamine and marijuana use are known to pose risks for cardiovascular diseases (CVDs). However, ten-year CVD risk and inflammation markers of LMU-MUD (non-psychosis group) and LMU-MAP (psychosis group) subjects and the relationship of various sociodemographic and clinical variables with these markers have not yet been examined. Methods Thirty-two male subjects were included in non-psychosis group and 72 male subjects in psychosis group. Sociodemographic and clinical characteristics were recorded. Psychotic symptom severity of psychosis group subjects was measured. The ten-year CVD risk was calculated using QRISK®3 model. Results Age, cigarettes/pack-years, alcohol use onset age, drug use onset age, methamphetamine use onset age, duration of methamphetamine use, education and marital status of the groups were similar (p > 0.05). There was a statistical difference between the non-psychosis and psychosis groups in terms of self-mutilation history (p < 0.001), suicidal attempt history (p = 0.007), homicidal attempt history (p = 0.002), psychiatric hospitalization history (p = 0.010). Ten-year QRISK®3 score was 4.90 ± 9.30 in the psychosis group, while it was 1.60 ± 1.43 in the non-psychosis group (p = 0.004). The mean heart age of the psychosis group was 14 years higher than their chronological age, while the mean heart age of the non-psychosis group was 8 years higher. Neutrophil to lymphocyte ratio (NLR) (p = 0.003) was higher in the psychosis group. A significant correlation was detected between ten-year QRISK®3 and positive psychotic symptoms in the psychosis group (r = 0.274, p = 0.020). Regression analysis showed that self-mutilation history, NLR and relative risk obtained from QRISK®3 can be used to distinguish non-psychosis group and psychosis group subjects (sensitivity = 91.7; Nagelkerke R2 0.438; p = 0.001). Conclusions This study is important as it demonstrates for the first time that among the subjects using marijuana and methamphetamine, those with psychotic symptoms have a higher NLR and ten-year CVD risk.

Maria Rannielly de Araújo Lima Magalhães, Gabriel Huet Borges de Arruda , Cynthia Melo

A comunicação de más notícias (CMN) é um grande desafio para profissionais atuantes em unidades neonatais, cujo entraves precisam ser mais bem compreendidos. Objetivou-se descrever a experiência do processo de CMN e a capacitação para tal a partir da perspectiva dos profissionais de saúde em contexto neonatal. Realizou-se uma pesquisa qualitativa, com participação de 23 profissionais, que responderam a um roteiro de entrevista semiestruturado. Os dados foram analisados a partir do software IRaMuTeQ e de análise de conteúdo. Os resultados apresentaram que a maioria dos profissionais de saúde considera a CMN uma tarefa desafiadora no contexto neonatal; que envolve diferentes adversidades e não apenas a notícia de morte; e que eles não foram capacitados para esse processo, embora reconheçam a importância da preparação. Conclui-se a importância de formações continuadas para capacitar profissionais com habilidades técnicas e socioemocionais para a CMN, melhorando a qualidade da comunicação e relação com o paciente e família.

Maria S. Frolova

In 2021-2023 In Yekaterinburg, 3 volumes of author's essays were published on the development of the cultural sphere of the capital of the Urals. The release of review texts was initiated by the Department of Culture of the Yekaterinburg Administration. On 864 pages, using archival materials, unique historical and contemporary photographs, the “spirit of the development of the arts” is presented - music, theater and cinema in Volume 1, sculpture, painting and architecture in Volume 2, literature, art education and the educational system in Volume 3. The chosen genre - essays - is original and productive. Texts are a form of summing up, recording successes in the development of the Yekaterinburg/Sverdlovsk sphere of culture. The tercentenary anniversary of Yekaterinburg (the city can be scientifically categorized as a regional or peripheral capital), which took place in 2023, is an occasion for reflection and further planning. Richly illustrated, gift-type books are deep and original from the point of view of analytics of the development of the cultural sphere. The authors were leading academic researchers and employees of the largest cultural institutions of Yekaterinburg - the Sverdlovsk Regional Museum of Local Lore, UrFU named after the first President of Russia B. N. Yeltsin, the Museum of the History of Yekaterinburg, the Sverdlovsk Music School named after P. I. Tchaikovsky. Using the general scientific critical method, methods of synthesis and analysis, the text of the review provides a brief overview of all three volumes of essays, characterizes the merits of the publication, and provides criticism.

Shams El-Adawy, Cydney Alexis, Eleanor C. Sayre

Various motivations bring researchers to discipline-based education research (DBER), but there is little research on their conceptualization of and navigation into this new-to-them area of research. We use phenomenography to analyze interview data collected from twenty-eight emerging STEM education researchers to gain a better understanding of how they perceive themselves within DBER and what they perceive it to be. Grounded in the figured worlds theoretical framework, we identify the spectrum of ways emerging STEM education researchers identify or project themselves into this new space: to improve their teaching, to make it their new primary research field, and/or to negotiate how it will fit with their primary one. We also highlight salient negotiations that emerge because of the close ties between DBER and disciplinary science, which provides us with a better understanding of emerging researchers' perceptions. This work generates insight into the kinds of professional development opportunities that would support emerging education researchers within STEM departments and the broader DBER community.

Luis Darmendrail, Alice Gasparini, Andreas Müller

The present text provides a short, non-technical account of some historical and educational background and, based on this, of the rationale of the use of mobile devices in physics education.

Frédéric Soulu

In the middle of the 19th century, the portable meridian telescope emerges to measure the position on earth or to determine the time. Doesn’t the mobility of the instrument permanently challenge the state of operational stability slowly obtained for the accuracy of the measurement? We examine this question through the course of the meridian circle n° 2 of Rigaud. Used in the service of the revision of the longitudes of the Carte de France by the astronomer Antoine Yvon Villarceau (1813-1883), it is destroyed during the events of the Commune. Restored because of its aura of precision, it was used in several astronomical expeditions at the end of the 19th century, some of which had an imperial vocation. Loaned to the Jesuit observatory of Madagascar, it became the fixed meridian instrument in the first quarter of the 20th century.

Yufei Xie, Jing Cui, Mengdie Wang

With the development of China's economy and society, the importance of "craftsman's spirit" has become more and more prominent. As the main educational institution for training technical talents, higher vocational colleges vigorously promote the exploration of the cultivation path of craftsman spirit in higher vocational education, which provides new ideas and directions for the reform and development of higher vocational education, and is the fundamental need of the national innovation driven development strategy. Based on the questionnaire survey of vocational students in a certain range, this paper analyzes the problems existing in the cultivation path of craftsman spirit in Higher Vocational Education from multiple levels and the countermeasures.

Jessie J. Smith, Blakeley H. Payne, Shamika Klassen et al.

Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.

George Boateng, Samuel John, Andrew Glago et al.

Africa has a high student-to-teacher ratio which limits students' access to teachers. Consequently, students struggle to get answers to their questions. In this work, we extended Kwame, our previous AI teaching assistant, adapted it for science education, and deployed it as a web app. Kwame for Science answers questions of students based on the Integrated Science subject of the West African Senior Secondary Certificate Examination (WASSCE). Kwame for Science is a Sentence-BERT-based question-answering web app that displays 3 paragraphs as answers along with a confidence score in response to science questions. Additionally, it displays the top 5 related past exam questions and their answers in addition to the 3 paragraphs. Our preliminary evaluation of the Kwame for Science with a 2.5-week real-world deployment showed a top 3 accuracy of 87.5% (n=56) with 190 users across 11 countries. Kwame for Science will enable the delivery of scalable, cost-effective, and quality remote education to millions of people across Africa.

Albrecht Kurze, Arne Berger

This paper relates findings of own research in the domain of co-design tools in terms of ethical aspects and their opportunities for inspiration and in HCI education. We overview a number of selected general-purpose HCI/design tools as well as domain specific tools for the Internet of Things. These tools are often card-based, not only suitable for workshops with co-designers but also for internal workshops with students to include these aspects in the built-up of their expertise, sometimes even in a playful way.

Aylin Ulman, Fadilah Z. Ali, Holden E. Harris et al.

Major invasions of Indo-Pacific lionfish (Pterois volitans and P. miles) are underway in the Western Atlantic Ocean and the Mediterranean Sea. While the establishment of lionfish in the Western Atlantic is perhaps the most well-studied marine fish invasion to date, the rapidly expanding invasion in the Mediterranean is more recent and has received less attention. Here we review and synthesize successes and failures from two decades of lionfish management in the Western Atlantic to give policy recommendations for their management in the Mediterranean. Two failed approaches that were attempted multiple times in the Western Atlantic and that we advise against are (1) feeding lionfish to native fish to promote predation and (2) implementing bounty programs to incentivize lionfish harvest. Broadly, the most important management lessons that we recommend include (1) conducting routine removals by spearfishing with scuba, which can effectively suppress local abundances of lionfish; (2) encouraging the development of recreational and commercial lionfish fisheries, which can promote long-term, sustainable lionfish population control; and, (3) engaging local communities and resource users (e.g., with lionfish removal tournaments), which can concurrently achieve multiple objectives of promoting lionfish removals, market-development, research, and public education. Managers in the Western Atlantic often needed to adapt current conservation policies to enable lionfish removals in areas where spearfishing with scuba was otherwise prohibited for conservation purposes. The risk of abusing these policies was mitigated through the use of gear restrictions, diver trainings, and through participatory approaches that integrated scuba divers and stakeholder organizations in lionfish research and management. Our review of policies and practices in the Mediterranean Sea found that many of our recommended lionfish management approaches are not being done and indicate potential opportunities to implement these. We expect and fully recommend that work continues towards multinational cooperation to facilitate regional coordination of research, control, and management efforts with respect to the Mediterranean lionfish invasion. As with other major biological invasions, lionfish are unconstrained by political borders and their control will require rapid and strategic management approaches with broad cooperation among and between governments and stakeholders.