Hasil untuk "History of education"

D. Worster

L. Florian

ABSTRACT While many distinctions between ‘special’ and ‘inclusive’ education have been made and continue to be forcefully debated, the two concepts remain strongly evident in policy and practice in many countries. This paper discusses the interrelated history of these concepts. It explores how conceptualisations of them have changed since Salamanca and reflects on whether inclusive education has, can or should replace special education. It considers the extent to which ‘special’ and ‘inclusive’ education are understood as the same or different today. The paper argues for a clear a distinction to be made between how special educators can work in support of inclusive education and the task of inclusive education which addresses the barriers to participation faced by members of marginalised groups.

Danielle R. Thomas, Conrad Borchers, Kirk P. Vanacore et al.

Generative Artificial Intelligence (GenAI) is now widespread in education, yet the efficacy of GenAI systems remains constrained by the quality and interpretation of the labeled data used to train and evaluate them. Studies commonly report inter-rater reliability (IRR), often summarized by a single coefficient such as Cohen's kappa (k), as a gatekeeper to ``ground truth.'' We argue that many educational assessment and practice support settings include challenges, such as high-inference constructs, skewed label distributions, and temporally segmented multimodal data, which yield potential misapplication or misinterpretation of threshold-based heuristics for IRR. The growing use of large language models as annotators and judges introduces risks such as automation bias and circular validation. We propose four practical shifts for establishing ground truth: (1) treat IRR as a diagnostic signal to localize disagreement and refine constructs rather than a mechanical acceptance threshold (e.g., k > 0.8); (2) require transparent reporting of rater expertise, codebook development, reconciliation procedures, and segmentation rules; (3) mitigate risks in LLM annotation through bias audits and verification workflows; and (4) complement agreement statistics with validity and effectiveness evidence for the intended use, including uncertainty-aware labeling (e.g., assigning different labels to the same item to capture nuance), criterion-related checks (e.g., predictive tests to check if labels forecast the intended outcome), and close-the-loop evaluations of whether systems trained on these labels improve learning beyond a reasonable control. We illustrate these shifts through case studies of multimodal tutoring data and provide actionable recommendations toward strengthening the evidence base of labeled AIED datasets.

Manasik Abdaldeen Mohamed Ahmed, Mustafa Sabir Abakar Awad, Abdelmhmoud Atalmanan Abdelsadig et al.

Abstract Background Atypical presentation of preeclampsia and eclampsia refers to cases where symptoms may not follow the typical signs of high blood pressure and proteinuria rendering them difficult to diagnose leading to potential delays in treatment. Hence our aim was to study the atypical presentations of preeclampsia and eclampsia and their possible outcomes. Methods The study was a descriptive cross-sectional hospital-based study conducted from November 2022 to April 2023 at Al Saudi Hospital in Khartoum, Sudan. The study focused on pregnant women with atypical presentations of preeclampsia and eclampsia. A total of 57 participants were included using a total coverage approach. Data was collected using a pre-designed close-ended questionnaire and analyzed using SPSS software and results were presented in tables and figures. Results A total of 57 patients were included. The majority (78.9%) were between 20 and 35 years old, and most of them (80.7%) resided in urban areas. In terms of education, 56.1% had completed secondary education. The presentation varies between edema 50.9%, epigastric pain 40.3%, headache 29.8% and visual disturbance 7%. About 49.1% of the patients received regular antenatal care. Family history of preeclampsia or eclampsia was present in only 8.8% of the participants. All participants (100%) recovered after delivery, with no reported deaths. Maternal complications included abruptio placentae (29.8%). The majority of infants (96.5%) were born alive and well, with few reported cases of preterm birth or birth asphyxia. Cesarean section was the most common mode of delivery (80.7%). Conclusion The results of this study demonstrate positive maternal and fetal outcomes in the management of atypical preeclampsia and eclampsia cases at Al Saudi Hospital in Khartoum State, Sudan. The high rate of live births and low prevalence of preterm birth and birth asphyxia signify effective healthcare interventions. The study also demonstrated the association between the regularity of regularity of antenatal care visits and the patients’ risk factors for developing preeclampsia or eclampsia. Further research addressing the risk factors, complications, and long-term consequences of atypical preeclampsia and eclampsia in the Sudanese population is warranted.

Chinese Geriatrics Society, General Practice Branch of Zhejiang Medical Association, the Expert Collaboration Group on Medically Unspecified Disease in General Practice

Emaciation is a clinical manifestation caused by multiple factors, characterized by its complex etiology and wide range of associated diseases, posing significant challenges for healthcare professionals in terms of evaluation and management. Its intrinsic linkage to aging-related comorbidities and the imperative for multidisciplinary collaboration further underscore the necessity and urgency of establishing standardized diagnostic and therapeutic consensus guidelines. This consensus provides a comprehensive overview of the definition, epidemiology, etiology, and pathogenesis of emaciation. It systematically outlines diagnostic approaches, including detailed history-taking, physical examinations, and auxiliary tests. Furthermore, it elaborates on treatment principles and measures, as well as management strategies tailored for specific populations. Emphasis is placed on the importance of community-based management, encompassing follow-up, referral systems, three-level prevention strategies, and health education. The consensus aims to enhance clinicians' capabilities in diagnosing and managing emaciation, improve patients' quality of life, and reduce the healthcare and economic burden on families and society.

Mona Alexandra ORZA (VRAJA), Cristina Silvia NISTOR

Linking university performance to sustainability is possible through the university’s third mission: environmental responsibility.  To better understand the concepts, practices and challenges of sustainability, the role of literature is crucial; therefore, this paper reviews the existing literature on academic performance and sustainability using a bibliometric analysis for articles published in the Web of Science database between 2009 and 2023. This research intends to contribute to recent stream of research on sustainability implementation by identifying the relationship between performance and sustainability in university missions. To date, there have been only a few bibliometric analyses the relationship between performance and sustainability in the public higher education sector. However, no one has discussed the perspective of the link between performance and sustainability through the university mission, and this research intends to fill this gap. The results show that in the last three years, the interest in performance and sustainability has led to an increase of up to 66% in articles on sustainability and performance in the public university system. Spain appears to be the main contributor to the research articles related to the area of interest. Research in the public university system on concepts related to sustainability and performance is still at an early stage, yet has seen considerable progress over the past few years. JEL classification: A11; O20; Q01. Article History: Received: 21 March 2025; Reviewed: 28 April 2025; Accepted: 30 May 2025; Available online: 27 June 2025.

Basma Damiri, Thabet Zidan, Dalia Hamayel et al.

Abstract Background Tobacco smoking and eating disorders are often connected to concerns about body image and can be indicative of underlying mental health conditions, such as depression. In Palestinian society, females have a cultural belief that smoking can aid in weight loss. Societal pressure on body image may drive females to such risky behaviors. However, few studies have examined the link between smoking and eating disorder behaviors. We researched the prevalence of tobacco smoking among Palestinian female university students and its association with binge/purge behaviors and depression. Method A cross-sectional research study was carried out at An-Najah National University. Female students [N = 642] completed anonymous surveys, sharing information about tobacco smoking and other substance use habits, answering questions from the Eating Attitude Test-26, the Sick (EAT-26), Control, One, Fat, and Food (SCOF) screening tests, and the Beck Depression Inventory. Results The study reported a high prevalence of waterpipe smoking (24.4%) among Palestinian university female students, which exceeded the prevalence of cigarette smoking (4%). For the SCOF scale, 36.3% scored ≥ 2 points, indicating a screened positive for anorexia or bulimia nervosa; 40% struggled with binge-eating behavior, while only 7.8% had sought treatment for eating disorders. Additionally, 34.7% of the students experienced depression. The adjusted binary logistic regression model of risk factors for cigarette smoking has shown that cigarette smoking is significantly associated with self-induced vomiting (aOR = 6.075, p-value = 0.027), history for eating disorder treatment (aOR = 3.438, p-value = 0.047), e-cigarettes (aOR = 10.070, p-value = 0.001), waterpipe (aOR = 3.299, p-value = 0.022), energy drinks (aOR = 5.163, p-value = 0.003), moderate depression (aOR = 11.499, p-value = 0.010), and mild depression (aOR = 12.963, p-value = 0.003). Conclusion The study revealed concerning results of tobacco smoking linked to depression, binge/purge behaviors, obesity, and various weight-control methods. These findings highlight the urgent need for targeted interventions through awareness campaigns, culturally tailored health education, implementation of mental health support for students, and provide accessible medical and psychological assistance to at-risk Palestinian female students.

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.

Soumana C. Nasser, Roy Kanbar, Imad F. Btaiche et al.

Abstract Background The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice. Methods In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students’ competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration. Results The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students’ ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers’ assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria. Conclusions This study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students’ clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students’ clinical readiness.

Fatma Arın Namal

Istanbul University Istanbul Faculty of Medicine was the only medical faculty in Türkiye until the Ankara University, Faculty of Medicine was established in 1945 under Law No. 4761. Therefore, the history of medical education in Turkiye was part of the Istanbul Medical Faculty until the establishment of this second medical school. After the conquest of Istanbul, medical education was established at the Fatih Darüşşifa in Istanbul and continued to develop, being provided in institutions that opened and closed over time. This institution has undergone reforms since the establishment of Tıphane-i Âmire in 1827, which finally led to the institutionalisation of the Istanbul Faculty of Medicine. Physicians from Austria and Germany made significant contributions to the modernisation of education at this medical school during the Ottoman and Republican periods. The Istanbul University Istanbul Faculty of Medicine has supported the development of new medical faculties established in Türkiye by providing the new institutions with faculty members. Based on 2023 data, among the 128 medical faculties established in Türkiye, either by the state or private enterprise, the Istanbul University Istanbul Faculty of Medicine has a prestigious place in Türkiye, as it was the first medical school and has always been an innovative and guiding medical institution. The school has graduates who have made significant contributions to medicine. Examples include Hulusi Behçet (1889- 1948), the discoverer of Behçet’s Disease, who graduated from the Istanbul School of Medicine in 1910, and Aziz Sancar (1946-), who graduated from the Istanbul School of Medicine in 1969 and shared the Nobel Prize in chemistry in 2015.

Nathan Hagen

We compare the optical science & engineering graduate-level educational environments at two universities in two countries: Utsunomiya University in Japan, and the University of Arizona in the United States. Because the university education systems in the two countries are so different, we also explain how financial resources drive many of these differences and discuss how these impact student and faculty life.

Stefanie Lenzer, Laura Pannullo, Andreas Nehring et al.

Scientific literacy, a central goal of modern science education, should be accessible to all students regardless of their backgrounds. Despite international education reforms focused on diversity, equity and inclusion many teachers struggle to create inclusive science lessons. One reason may be, that creating inclusive science lessons is challenging: it requires teachers to balance the demands of science education with the diverse needs of their students. Therefore, teachers need support in planning inclusive science lessons. To address this issue, members of a German network for inclusive science education (Netzwerk inklusiver naturwissenschaftlicher Unterricht, NinU) have developed the NinU framework. This framework integrates perspectives from both science education and inclusive pedagogy to support teachers in planning and reflecting inclusive science lessons. Originally created as a workshop resource for the NARST 2023 conference, this self-study manual provides 1) an overview of the theory behind the NinU framework, 2) examples and 3) exercises for acknowledging diversity, recognizing barriers and enabling participation using the framework.

Patrick Bassner, Eduard Frankford, Stephan Krusche

Integrating AI-driven tools in higher education is an emerging area with transformative potential. This paper introduces Iris, a chat-based virtual tutor integrated into the interactive learning platform Artemis that offers personalized, context-aware assistance in large-scale educational settings. Iris supports computer science students by guiding them through programming exercises and is designed to act as a tutor in a didactically meaningful way. Its calibrated assistance avoids revealing complete solutions, offering subtle hints or counter-questions to foster independent problem-solving skills. For each question, it issues multiple prompts in a Chain-of-Thought to GPT-3.5-Turbo. The prompts include a tutor role description and examples of meaningful answers through few-shot learning. Iris employs contextual awareness by accessing the problem statement, student code, and automated feedback to provide tailored advice. An empirical evaluation shows that students perceive Iris as effective because it understands their questions, provides relevant support, and contributes to the learning process. While students consider Iris a valuable tool for programming exercises and homework, they also feel confident solving programming tasks in computer-based exams without Iris. The findings underscore students' appreciation for Iris' immediate and personalized support, though students predominantly view it as a complement to, rather than a replacement for, human tutors. Nevertheless, Iris creates a space for students to ask questions without being judged by others.

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.

Zhengliang Liu, Xinyu He, Lei Liu et al.

This study aims at improving the performance of scoring student responses in science education automatically. BERT-based language models have shown significant superiority over traditional NLP models in various language-related tasks. However, science writing of students, including argumentation and explanation, is domain-specific. In addition, the language used by students is different from the language in journals and Wikipedia, which are training sources of BERT and its existing variants. All these suggest that a domain-specific model pre-trained using science education data may improve model performance. However, the ideal type of data to contextualize pre-trained language model and improve the performance in automatically scoring student written responses remains unclear. Therefore, we employ different data in this study to contextualize both BERT and SciBERT models and compare their performance on automatic scoring of assessment tasks for scientific argumentation. We use three datasets to pre-train the model: 1) journal articles in science education, 2) a large dataset of students' written responses (sample size over 50,000), and 3) a small dataset of students' written responses of scientific argumentation tasks. Our experimental results show that in-domain training corpora constructed from science questions and responses improve language model performance on a wide variety of downstream tasks. Our study confirms the effectiveness of continual pre-training on domain-specific data in the education domain and demonstrates a generalizable strategy for automating science education tasks with high accuracy. We plan to release our data and SciEdBERT models for public use and community engagement.

Josephine C. Meyer, Gina Passante, Bethany R. Wilcox

Driven in large part by the National Quantum Initiative Act of 2018, quantum information science (QIS) coursework and degree programs are rapidly spreading across US institutions. Yet prior work suggests that access to quantum workforce education is unequally distributed, disproportionately benefiting students at private research-focused institutions whose student bodies are unrepresentative of US higher education as a whole. We use regression analysis to analyze the distribution of QIS coursework across 456 institutions of higher learning as of fall 2022, identifying statistically significant disparities across institutions in particular along the axes of institution classification, funding, and geographic distribution suggesting today's QIS education programs are largely failing to reach low-income and rural students. We also conduct a brief analysis of the distribution of emerging dedicated QIS degree programs, discovering much the same trends. We conclude with a discussion of implications for educators, policymakers, and education researchers including specific policy recommendations to direct investments in QIS education to schools serving low-income and rural students, leverage existing grassroots diversity and inclusion initiatives that have arisen within the quantum community, and update and modernize procedures for collecting QIS educational data to better track these trends.

Takala Utura, Anteneh Fikrie

<h4>Background</h4> Despite it being easily preventable, still diabetes mellitus is found in every population in the world and all regions, with the greatest escalation in low and middle-income countries. Moreover, undiagnosed or poorly controlled diabetes can lead to lower limb amputation, blindness, and kidney disease. However, there is a paucity of information on the magnitude and associated factors among adult populations in rural pastoral areas. Therefore, this study aimed to assess the magnitude of diabetes mellitus and associated factors among Guji Zone Government Civil Servants, Southern Ethiopia. <h4>Methods</h4> Cross-sectional study was conducted from March 1-14/2018, among 437 randomly selected Government employees of Guji Zone. A self-administered questionnaire was used to collect data. Data were coded and entered using Epi-data version 3.1 and exported to SPSS version 20 for analysis. Multivariable logistic regression analysis was done to identify significant factors associated with the magnitude of DM. P<0.05 was used to declare statistical significance and odds ratio with 95% confidence interval were calculated. <h4>Result</h4> The median (±IQR) age of participants was 33 (±14) years of age. Overall, the prevalence of DM in the study population was found to be 16 (3.9%) [95% CI: 2.2–5.6%]. The prevalence of DM among males and females was 3.8% and 4.2% respectively. Age (<35 years) [0.21 (0.04–0.94)], increasing salt amount in dietary feeding [14.31(1.28–159.2)], Consumption of vegetable &fruit once per week [23.38(2.01–269.17)], diagnosed with HTN [21.35(2.28–199.37)], and Family history of DM [9.42(1.72–51.42)] were significantly associated with DM. <h4>Conclusion</h4> Comparably lower prevalence of previously undiagnosed DM was found by this study. Being old, excess salt consumption, intake of vegetables & fruit once per week, hypertension, and family history of DM were significantly associated with DM. Therefore, the zonal Health department should enhance and strengthen the provision of health education programs and counseling about nutrition, weight control, and appropriate physical activity and advised the communities for mass screening for diabetes.

Tsuyoshi Tokuoka, Akio K. Inoue, Takuya Hashimoto et al.

We present new observations with the Atacama Large Millimeter/submillimeter Array for a gravitationally lensed galaxy at z = 9.1, MACS1149-JD1. [O iii ] 88 μ m emission is detected at 10 σ with a spatial resolution of ∼0.3 kpc in the source plane, enabling the most distant morphokinematic study of a galaxy. The [O iii ] emission is distributed smoothly without any resolved clumps and shows a clear velocity gradient with Δ V _obs /2 σ _tot = 0.84 ± 0.23, where Δ V _obs is the observed maximum velocity difference and σ _tot is the velocity dispersion measured in the spatially integrated line profile, suggesting a rotating system. Assuming a geometrically thin self-gravitating rotation disk model, we obtain ${V}_{\mathrm{rot}}/{\sigma }_{V}={0.67}_{-0.26}^{+0.73}$ , where V _rot and σ _V are the rotation velocity and velocity dispersion, respectively, still consistent with rotation. The resulting disk mass of ${0.65}_{-0.40}^{+1.37}\times {10}^{9}$ M _⊙ is consistent with being associated with the stellar mass identified with a 300 Myr old stellar population independently indicated by a Balmer break in the spectral energy distribution. We conclude that the most of the dynamical mass is associated with the previously identified mature stellar population that formed at z ∼ 15.

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.

Rudolph T. Ware