Hasil untuk "Education"

M. Roblyer, Michelle McDaniel, M. Webb et al.

L. Darling-Hammond

Ofelia García, H. B. Beardsmore, Zeena Zakharia

Evan Schofer, John W. Meyer

M. Donovan, Christopher T. Cross

W. Holtzman

D. Cook, Darcy A. Reed

M. Chankseliani, I. Qoraboyev, D. Gimranova

Higher education offers the potential to support glonacal (global, national, and local) development. This study presents new empirical and conceptual insights into the ways in which higher education can help to achieve and exceed the outcomes enshrined in the Sustainable Development Goals. Open-ended online surveys were used to learn how academics in Georgia and Kazakhstan view the contributions of universities to addressing self-identified development challenges; and how universities work with the government and the private sector for realising their glonacal development potential. While the study provides ample evidence on the national manifestations of the developmental role of universities, it also shows that limited academic freedom and institutional autonomy impede the full realisation of the potential of higher education. The assumptions underpinning the academics’ views on how higher education can support development are discussed in the light of an innovative framework of essentialist and anti-essentialist approaches. Juxtaposing the national with the global development missions of universities, the paper raises questions on the possibility of delinking higher education from the immediate human capital and modernisation needs of the nation-state and becoming concerned with the global, on promoting freedom to cultivate intellectual curiosity through education and research, and stimulating a more holistic imaginary of the developmental purposes of higher education.

Lei Bao, K. Koenig

Education goals have evolved to emphasize student acquisition of the knowledge and attributes necessary to successfully contribute to the workforce and global economy of the twenty-first Century. The new education standards emphasize higher end skills including reasoning, creativity, and open problem solving. Although there is substantial research evidence and consensus around identifying essential twenty-first Century skills, there is a lack of research that focuses on how the related subskills interact and develop over time. This paper provides a brief review of physics education research as a means for providing a context towards future work in promoting deep learning and fostering abilities in high-end reasoning. Through a synthesis of the literature around twenty-first Century skills and physics education, a set of concretely defined education and research goals are suggested for future research, along with how these may impact the next generation physics courses and how physics should be taught in the future.

R. Madani

Education is recognized as a human right since the adoption of Universal Declaration of Human Rights in 1948 besides health and shelter. Education for All Goals was established where more than 150 governments have adopted world declaration on Education for All policy to support the universal right for education. The ultimate goal of many countries is to guarantee the optimum educational access rates for improving the quality. Similarly, quality is reflected by a range of indicators, including government spending on education, student/teacher ratios, teacher qualifications, test scores, and the length of time students spend in school. Every investment must be measured against how it can serve such aspects to ensure the ultimate quality of Education for All programs. Investing in education reinforces a society’s wealth and growth, where individuals can easily improve their own personal efficacy, productivity, and incomes. A major challenge lies in defining the ideal education indicators and circumstances among countries; especially poorly developed countries that strive to establish a quality evaluation theme. Therefore, there is need of multifaceted standpoint and reasoning framework to realize educational policy evaluations that can truly contribute to the improvement of educational situation in developing countries and around the world.

Yeping Li, A. Schoenfeld, A. diSessa et al.

M. Buja

The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice. Medical education has changed and will continue to change in response to scientific advances and societal needs. However, enthusiasm for reform needs to be tempered by a more measured approach to avoid unintended consequences. Movement from novice to master in medicine cannot be rushed. An argument is made for a shoring up of biomedical science in revised curricula with the beneficiaries being nascent practitioners, developing physician-scientists --and the public. Unless there is further modification, the new integrated curricula are at risk of produce graduates deficient in the characteristics that have set physicians apart from other healthcare professionals, namely high-level clinical expertise based on a deep grounding in biomedical science and understanding of the pathologic basis of disease. The challenges for education of the best possible physicians are great but the benefits to medicine and society are enormous.

Ahmet Gocen, Fatih Aydemir

Abstract With the increase in studies about artificial intelligence (AI) in the educational field, many scholars in the field believe that the role of teachers, school and leaders in education will change. In this regard, the purpose of this study is to examine what possible scenarios are there with the arrival of AI in education and what kind of implications it can reveal for future of schools. The research was designed as a phenomenological study, a qualitative research method, in which the opinions of participants from different sectors were examined. The results show that schools and teachers will have new products, benefits and also face drawbacks with the arrival of AI in education. The findings point out some suggestions for use of AI and prevention of possible problems. While participants generally seem to have positive perceptions towards AI, there are also certain drawbacks, especially highlighted by teachers and academicians, regarding the future of teaching. Lawyers and jurists tend to focus more on legal grounds for AI in education and future problems, while engineers see AI as a tool to bring quality and benefit for all in the education sector.

B. Quinn, J. Field, R. Gorter et al.

Abstract The COVID‐19 pandemic has had an immediate and dramatic impact on dental education. The Association of Dental Education in Europe decided to carry out an investigation to assess the immediate response of European Academic Dental Institutions. An online survey was sent to both member and non‐member dental schools to investigate the impact on non‐clinical and clinical education, assessment and the well‐being/pastoral care measures implemented. The preliminary findings and discussion are presented in this paper, for the responses collected between the 25 March and 5 April 2020. The survey at this time of publication is ongoing, and detailed results can be accessed https://adee.org/covid‐19‐european‐dental‐education%E2%80%99s‐immediate‐response.

M. Takeuchi, P. Sengupta, Marie‐Claire Shanahan et al.

ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learners and learning and portray the underlying assumptions in light of the macrosystemic discourses that often serve as ideological forces in shaping research and practice of STEM education. We examined 154 peer-reviewed articles published between January 2007 and March 2018 and analysed them along several emergent dimensions: their geospatial focus, focal disciplinary areas, methodological and theoretical assumptions, and major findings. Grounded in a critical transdisciplinary perspective, we used critical discourse analysis to identify how macrosystemic and institutionalised forces – overtly and implicitly – shape what counts as STEM education research, including its goals and conceptualisations of learners and learning. Our analysis highlights the need for aesthetic expansion and diversification of STEM education research by challenging the disciplinary hegemonies and calls for reorienting the focus away from human capital discourse.

E. Hanushek, S. Durlauf, L. Blume

Abstract The estimation of education production functions has provided direct evidence about the effectiveness of various educational policies. Most specifically, the existing analyses that explain differences in student outcomes by the influences of families, peers, and schools strongly indicate that the current provision of schooling is very inefficient. Commonly purchased inputs to schools—class size, teacher experience, and teacher education—bear little systematic relationship to student outcomes, implying that many conventional input policies are unlikely to improve achievement. At the same time, differences in teacher quality, defined in terms of effects on student performance, have been shown to be very important, even if not closely related to salaries or readily identified attributes of teachers. In policy terms, this work has led to a general conclusion that how resources are used is often more important than how much resources are used.

Noah D. Finkelstein

The rapid emergence of generative artificial intelligence (AI) and related technologies has the potential to dramatically influence higher education, raising questions about the roles of institutions, educators, and students in a technology-rich future. While existing discourse often emphasizes either the promise and peril of AI or its immediate implementation, this paper advances a third path: a principled framework for guiding the use of AI in teaching and learning. Drawing on decades of scholarship in the learning sciences and uses of technology in education, I articulate a set of principles that connect broad our educational goalsto actionable practices. These principles clarify the respective roles of educators, learners, and technologies in shaping curricula, designing instruction, assessing learning, and cultivating community. The piece illustrates how a principled approach enables higher education to harness new tools while preserving its fundamental mission: advancing meaningful learning, supporting democratic societies, and preparing students for dynamic futures. Ultimately, this framework seeks to ensure that AI augments rather than displaces human capacities, aligning technology use with enduring educational values and goals.

Miriam Spodniaková Pfefferová, Martin Plesch

Experimental activities are an essential part of physics education. In addition to conveying scientific knowledge, they play a significant role in developing scientific literacy, inquiry skills, and critical thinking. In today's world, where students are exposed to vast amounts of information of varying quality, the ability to analyse, evaluate, and interpret information correctly has become increasingly important. This paper presents a series of physics experiments in the field of optics, specifically designed to foster critical thinking at various stages of the inquiry process. The topic of optics was chosen deliberately, as many optical phenomena occur naturally in everyday life, are familiar to students, and stimulate their curiosity. At the same time, they provide space for formulating hypotheses, designing experiments, interpreting data, and evaluating alternative explanations. Each experiment begins with a real-life problem situation that students are expected to explore and resolve through their own investigative work. The tasks are structured to encourage discussion, require argumentation, and promote reflection on both the process and the outcomes. The proposed experiments are suitable for students at both primary and secondary school levels and can be implemented in formal as well as non-formal educational settings. The aim of this contribution is to demonstrate how well-designed and pedagogically grounded experiments can not only enhance the understanding of physical concepts but also systematically develop critical thinking skills - one of the key competencies of 21st-century education.

Homayoun Sadeghi-Bazargani, Ali Jafari-Khounigh, Hamid Sharifi et al.

Background — Travel restrictions and adhering to health protocols while traveling was among the key strategies to combat COVID-19 pandemic. Objective — The present study aims to measure and evaluate travel patterns and compliance with COVID-19 prevention protocols during traveling. Methods — In this cross-sectional study, 589 individuals from the capitals of six provinces of Iran were included in the study using the cluster sampling method. There were 40 clusters. For data analysis, the mean value of responses in each individual was calculated for each section of the questionnaire. Results — The response rate was 92% (589/640). Of all participants, 309 (52.5%) were women. The mean age of study participants was 42.84 years (SD=16.59). Among participants, 355 (60.3%) had a travel history during the COVID-19 pandemic. We revealed statistically significant relationships of the travel history with age (P<0.001), education level (P<0.001), and province (P<0.001). No statistically significant relationships of the travel history with socioeconomic status (SES), gender, and occupation subgroup were detected (P>0.05). The majority of study participants (38.5%) traveled for recreational purposes. Conclusion: According to our findings, unnecessary travel was not avoided in Iran during the COVID-19 pandemic. Most of the participants who traveled during the COVID-19 pandemic did not follow safety precautions. Thus, some of the most important issues such as cultural influences, different risk tolerance levels among people, law enforcement, and stricter oversight by decision makers need to be taken into account.

Jinli Liu, Haimin Liao, Shasha Chen et al.

Salt stress limits plant growth and yield. Though nitrogen fertilizer can alleviate salt damage, the effects of salt and nitrate on the stress resistance gene OsAAI1 are unclear. This study examined the Salt stress sensitivity of OsAAI1 transgenic lines and nitrate's role. Results showed OsAAI1 expression decreased with Salt and increased with nitrate. Under salt stress, the mutant OsAAI1 (osaai1) had significantly higher plant height, root length and number, and lower ROS accumulation than ZH 11, while OsAAI1 overexpression (OE 19) showed opposite trends. OE 19 also had lower antioxidant enzyme activities and higher MDA content. Analyses of topology, biomass distribution and connectivity of root scans after 30 and 50 days of salt stress treatment showed that osaai1 was able to sustain root growth and development under salt stress conditions, whereas OE 19 was more damaged. Exogenous salt stress tests confirmed these findings. Notably, nitrate application enhanced OsAAI1 is salt tolerance, improving root growth and increasing ROS scavenging enzyme activities. Under KNO₃ induction, high-concentration KNO₃ restores the root phenotype in OE 19. In conclusion, overexpression of OsAAI1 was more sensitive to salt, and OsAAI1 regulated ROS homeostasis through the nitrate pathway to enhance its tolerance to salt stress.