Hasil untuk "History of education"

S. Pokhrel, R. Chhetri

The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place. Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.

Z. Dagher, S. Erduran

F. Forzani

Margarida Romero

The development of Creativity, Communication, Critical Thinking, and Collaboration (the 4Cs) is a central objective of contemporary competency-based education. However, empirical evidence on how these competencies evolve across learning modules and instructional phases remains limited. This study evaluates the evolution of the 4Cs from pre-pilot to pilot implementation phases across three educational contexts, using the project's 4Cs theoretical framework as an analytical lens. The analysis of three pilot cases (IASIS, EASD, and UPATRAS) compares the 4Cs scores to identify patterns of growth, stagnation, or decline over time. Results indicate that communication and critical thinking showed the most consistent and substantial improvements, particularly in pilots with lower pre-pilot baselines, suggesting that structured pilot interventions effectively support cognitive and expressive competencies. In contrast, creativity exhibited context-dependent outcomes, while collaboration emerged as the most fragile competency, often stagnating or declining during scale-up. Interpreted through the theoretical framework, these findings suggest that competency evolution is strongly shaped by instructional design, assessment alignment, and learning activity structures rather than learner ability alone. The study contributes empirical validation to the 4Cs framework and highlights the need for differentiated, competency-sensitive design and evaluation strategies when scaling educational modules.

C. J. A. P. Martins

I share some personal thoughts on the status of Portuguese secondary education in general, and of the physics part thereof in particular, drawn from several decades of experience of organizing training activities for students and school teachers, as well as several hundred visits to secondary schools and similar numbers of interviews of secondary school students (from Portugal and elsewhere). I offer various suggestions for improving and modernising our current system.

José Rubens Lima-Jardilino, João Paulo Rodrigues Pereira

O presente texto tem como objetivo apresentar a estrutura básica do plano de ensino da educação jesuíta - Ratio at que Institutio Studiorum Societatis Iesu, e sua influência no seminário Nossa Senhora da Boa Morte, que se desenrola, sobretudo, por meio do primeiro regulamento desta instituição. O texto terá por base a análise documental do Ratio Studiorum na versão traduzida e comentada pelo Pe. Leonel Franca, e do primeiro regulamento do Seminário de Mariana, promulgado em 1760 por Dom Frei Manuel da Cruz. Também, no intuito de cumprir o objetivo proposto, será utilizado o regulamento do seminário de Belém da Cachoeira, uma instituição de ensino fundada pelos Jesuítas no século XVII. Esse documento auxiliará na conexão do regulamento do seminário de Mariana com o modelo educacional Jesuíta.

Lucia Li, Haiyue Wu, Yibo Chen et al.

ABSTRACT Background and Aims Human papillomavirus (HPV) vaccines have been available in China for only 8 years, and routine HPV testing is not recommended prior to vaccination. Therefore, evaluation of HPV vaccine effectiveness and the impact of pre‐vaccination HPV infection status on vaccine protective effect in Chinese women is warranted. Methods From June 2022 to June 2023, women aged 18 to 50 years without a history of cervical or uterine excision were recruited from three medical institutions. Baseline characteristics were compared between vaccinated and unvaccinated participants, with inverse probability treatment weighting (IPTW) applied to adjust for confounding factors. HPV infection rates and vaccine effectiveness (VE) were calculated. Additionally, a sub‐group analysis was conducted among vaccinated women to explore the impact of pre‐vaccination HPV infection status. Results After adjusting for group differences, the vaccine effectiveness against new HPV16/18 infections was 76.1% (95% CI: 58.7%–86.2%) among 2285 participants. Older age and possession of a master's degree or higher were identified as protective factors, whereas increased parity and exclusive use of oral contraceptives were determined to be risk factors for HPV16/18 infection. Women with unknown pre‐vaccination HPV status exhibited significantly higher post‐vaccination rates of high‐risk HPV infections (RR 4.278, 95% CI: 2.537–7.215) compared to those who were HPV‐negative prior to vaccination. However, no significant difference in new high‐risk HPV infection rates was observed between pre‐vaccination HPV‐negative and HPV‐positive women. Conclusion In addition to HPV vaccination, factors such as age, parity, exclusive use of oral contraceptives, and higher education attainment were independently associated with HPV16/18 infection rates. Pre‐vaccination HPV infection status did not significantly influence the protective efficacy of the HPV vaccine against previously unencountered HPV types.

A. R. Piña, Shams El-Adawy, Mike Verostek et al.

Quantum Information Science and Engineering (QISE) is rapidly gaining interest from those within many disciplines and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. We analyzed course catalogs from 1,456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at PhD-granting schools, with physics, electrical and computer engineering (ECE), and computer science(CS) as their primary contributors . Across all institutions, we identified over 8,000 courses mentioning 'quantum,' but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in PhD-granting institutions, primarily in physics, ECE, and CS. Physics leads in offering both general quantum-related ($\sim$4,700) and QISE-specific ($\sim$200) courses. Across multiple disciplines, we see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across US higher education. To ensure broad access, all data are publicly available and downloadable at quantumlandscape.streamlit.app. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.

Shahin Hossain, Shapla Khanam, Samaa Haniya et al.

This study presents a cross-national quantitative analysis of how university students in the United States and Bangladesh interact with Large Language Models (LLMs). Based on an online survey of 318 students, results show that LLMs enhance access to information, improve writing, and boost academic performance. However, concerns about overreliance, ethical risks, and critical thinking persist. Guided by the AI Literacy Framework, Expectancy-Value Theory, and Biggs' 3P Model, the study finds that motivational beliefs and technical competencies shape LLM engagement. Significant correlations were found between LLM use and perceived literacy benefits (r = .59, p < .001) and optimism (r = .41, p < .001). ANOVA results showed more frequent use among U.S. students (F = 7.92, p = .005) and STEM majors (F = 18.11, p < .001). Findings support the development of ethical, inclusive, and pedagogically sound frameworks for integrating LLMs in higher education.

Conrad Borchers, Xiaoyi Tian, Kristy Elizabeth Boyer et al.

Project-based learning plays a crucial role in computing education. However, its open-ended nature makes tracking project development and assessing success challenging. We investigate how dialogue and system interaction logs predict project quality during collaborative, project-based AI learning of 94 middle school students working in pairs. We used linguistic features from dialogue transcripts and behavioral features from system logs to predict three project quality outcomes: productivity (number of training phrases), content richness (word density), and lexical variation (word diversity) of chatbot training phrases. We compared the predictive accuracy of each modality and a fusion of the modalities. Results indicate log data better predicts productivity, while dialogue data is more effective for content richness. Both modalities modestly predict lexical variation. Multimodal fusion improved predictions for productivity and lexical variation of training phrases but not content richness. These findings suggest that the value of multimodal fusion depends on the specific learning outcome. The study contributes to multimodal learning analytics by demonstrating the nuanced interplay between behavioral and linguistic data in assessing student learning progress in open-ended AI learning environments.

Takahiro Misawa, Ai Koizumi, Ryo Tamura et al.

Generative AI has recently had a profound impact on various fields, including daily life, research, and education. To explore its efficient utilization in data-driven materials science, we organized a hackathon -- AIMHack2024 -- in July 2024. In this hackathon, researchers from fields such as materials science, information science, bioinformatics, and condensed matter physics worked together to explore how generative AI can facilitate research and education. Based on the results of the hackathon, this paper presents topics related to (1) conducting AI-assisted software trials, (2) building AI tutors for software, and (3) developing GUI applications for software. While generative AI continues to evolve rapidly, this paper provides an early record of its application in data-driven materials science and highlights strategies for integrating AI into research and education.

Robson Fonseca Simões, Isac Rocha da Silva

O presente artigo, um diálogo com uma pesquisa de doutoramento da Universidade Federal de Rondônia (Unir) ancorado na abordagem qualitativa, procura analisar o Dossiê Escolar do Instituto Federal de Rondônia, Campus Ariquemes, na tentativa de ver com outros olhos os arquivos desta instituição de ensino da Região Norte. O que estes registros destacam sobre a organização curricular do curso técnico de nível médio em Agropecuária? Conhecer a documentação dessa escola pode ser um caminho para tentar revisitar o currículo da Educação Profissional rondoniense. Bloch (2001) e Burke (2005) afirmam que os documentos apresentam outras versões sobre o passado; assim, este trabalho procura contribuir para a discussão sobre as memórias escolares rondonienses e ampliar os estudos sobre a História da Educação Profissional na Amazônia Ocidental.

Jami Rönkkö, Olli Ahonen, Ville Bergholm et al.

With a growing interest in quantum technology globally, there is an increasing need for accessing relevant physical systems for education and research. In this paper we introduce a commercially available on-site quantum computer utilizing superconducting technology, offering insights into its fundamental hardware and software components. We show how this system can be used in education to teach quantum concepts and deepen understanding of quantum theory and quantum computing. It offers learning opportunities for future talent and contributes to technological progress. Additionally, we demonstrate its use in research by replicating some notable recent achievements.

Fredy A Orjuela, Jorge Enrique García-Farieta, Héctor J Hortúa et al.

In recent years, science simulations have become popular among educators due to their educational usefulness, availability, and potential for increasing the students' knowledge on scientific topics. In this paper, we introduce the implementation of a user-friendly simulation based on Easy Java/JavaScript Simulations (EJS) to study the problem of damped oscillations in U-tubes. Furthermore, we illustrate various advantages associated with the capabilities of EJS in terms of design and usability in order to encourage teachers to use it as an educational supplement to physics laboratories.

Tatjana Zähringer, Raimund Girwidz, Andreas Müller

Pictures in physics education go beyond instructional functions and serve affective roles, such as attracting attention, creating fascination, and fostering engagement with the depicted content. Recognizing the importance of these affective functions highlights the need to understand and utilize aesthetic pictures in a research-based educational environment. Prior research suggests that aesthetic and affective attractiveness in pictures enhances enjoyment and engagement with the physics content. This paper offers three main contributions: Firstly, it conceptualizes and presents research-based criteria for selecting pictures perceived as aesthetically pleasing, drawing on insights from psychology and physics education research. Following these criteria, aesthetic pictures related to a given curricular content can be selected. Secondly, the paper applies these criteria to selecting pictures showing geometrical optics. It then delves into an evaluation of students' aesthetic and affective perception of the selected pictures. A validated instrument measured these responses, showing strong reliability (aesthetic perception: $α_C$ = 0.87 [0.85, 0.89]; affective perception: $α_C$ = 0.82 [0.80, 0.85]). Thirdly, it combines decorative and instructional functions in tasks and compares students' perceptions of aesthetic pictures (AP) and classroom experiment pictures (CEP) in junior high school ($N$ = 118), using a crossover design. Results indicated significantly better aesthetic and affective evaluations for APs, with large effect sizes (AP vs. CEP, aesthetic and affective perception: $d$ = 1.05 - 1.56 and 0.85 - 1.48, respectively). We conclude that the here developed and investigated criteria are useful for selecting aesthetic and affective pictures. This provides a basis for further leveraging their educational potential to create fascination and engagement in science education.

Nilce Vieira Campos Ferreira

Apresento algumas reflexões a partir de pesquisa bibliográfica e documental sobre a formação ofertada às professoras rurais nos centros de treinamento de professores e de auxiliares rurais, a partir da Campanha Nacional de Educação Rural - CNER, no recorte temporal entre os anos de 1950 e 1963. Entre as indagações destaco: como foram formadas as professoras normalistas rurais? Cotejo o discurso, as práticas de formação e de treinamentos de professoras, evidenciando o perfil político e ideológico, cujo principal intento era fixar a população campesina na “gleba saneada e produtiva”. Aliada à formação do magistério leigo, sob cuja responsabilidade se encontrava a maioria das escolas brasileiras, cuja principal finalidade da formação ofertada nos centros de treinamento e nos cursos normais rurais era instruir docentes que fossem atuar no meio rural, de modo a contribuir para evitar o êxodo de lavradores e a fuga dos elementos jovens e animosos, do campo para as cidades.

Belén Meneses Varas, Catalina Benavides Pizarro, Jorge Araya Bustamante

Esta investigación analiza las posibilidades de inclusión de la Disidencia Sexual en la educación histórica y ciudadana. Interesa evitar perpetuar un discurso patriarcal y cis-heteronormado, porque impacta negativamente en el reconocimiento de los diversos protagonistas sociohistóricos por parte del alumnado. Para ello, se analizan documentos curriculares y entrevistas realizadas a tres docentes de historia y ciencias sociales en Chile. Por un lado, se constata una escasa presencia de la Disidencia Sexual en los documentos oficiales, pues es considerada de forma implícita como parte de la noción de diversidad sexual, sin otorgarles mayor relevancia. Por otro lado, se reconocen tres perfiles según las perspectivas del profesorado: Moderado-heteronormado, Aliada-moderada y Transgresora-inclusiva. Se mencionan distintas posibilidades de inclusión de la Disidencia Sexual: su consideración como un aporte anecdótico para la formación ciudadana; la necesidad de vincularla a todo contenido histórico; y su valoración como un concepto indispensable para trabajar la justicia social.

Mehmet Fatih Baş

Wargames have been present in various parts of the world in different forms since the early periods of history. The version used today emerged in the early 19th century in Prussia. Until the mid-20th century, wargames were primarily used in professional military education and training. However, with the widespread popularity of hobby games having military history themes, wargames began to make their presence felt in academia in the 1950s and academic wargames began to be played for educational and analytic purposes in the 1970s. Especially from the 2000s onwards, wargames have found a limited but growing place in academia and have become a subject of study in classrooms, moving towards becoming an independent academic discipline. These games are increasingly played for academic purposes, particularly in the fields of military history and international relations. However, Turkish academia has remained somewhat distant from wargames for various reasons. Nevertheless, positive outcomes have been obtained by experimenting with wargames in Turkish academia. This article evaluates the potential methods for Turkish academics to make use of wargames for academic purposes.

Likawunt Samuel Asfaw, Getu Degu Alene

Abstract Background Marriage dissolution, divorce, or separation from a spouse or common-law partner is a serious public health concern due to its increasing prevalence and devastating health and socio-economic consequences. Evidence suggests an increased risk of marital instability in Ethiopia. In addition, the extent of marital dissolution and other related factors have increased in the study area. Despite these, the prevalence of marital dissolution and the influence of associated factors (main reason for marriage, and parental history of marital dissolution) on marital dissolution has not been assessed in the study area. Therefore, the aim of this study was to investigate the prevalence of marital dissolution and its associated factors among residents of Hosanna town in southwestern Ethiopia in 2022. Methods We conducted a community-based cross-sectional study among 459 randomly selected Hosanna Township residents. We used structured questionnaires to collect data. Descriptive statistics and logistic regression were performed to describe the data and test-associated factors, respectively. A p-value less than 0.05 was used to define statistical significance. We used STATA 14 and IBM SPSS 25.0 computer packages to process data. Results Out of the 459 potentially eligible individuals, 450 participants properly responded to the questionnaires yielding a response rate of 98.04%. Of these, 218 (52.9%) were female. The commonly reported reason for marriage was to have children 150 (36.9%). The prevalence rate of marital dissolution was 26.0% (95% CI: (21.7%, 30.3%)). The participant's level of education and the primary reasons (motives) why they get married were statistically significantly associated with marital dissolution. The odds of marital dissolution was higher among participants who completed secondary education (AOR = 3.2, 95% CI = 1.26–8.17) compared to those having no formal education. The participants who married for companionship reasons (AOR = 0.31, 95% CI = 0.11–0.83) had significantly lower odds of marriage dissolution compared with those who married for financial security. Conclusions In this study, the prevalence of marital dissolution was high. The participant’s level of education and the primary reasons (motives) why they getting married were significantly associated with marital dissolution. Therefore, an integrated, community-based approach should be developed to prevent marital dissolution.

Kamil Malinka, Martin Perešíni, Anton Firc et al.

In late 2022, OpenAI released a new version of ChatGPT, a sophisticated natural language processing system capable of holding natural conversations while preserving and responding to the context of the discussion. ChatGPT has exceeded expectations in its abilities, leading to extensive considerations of its potential applications and misuse. In this work, we evaluate the influence of ChatGPT on university education, with a primary focus on computer security-oriented specialization. We gather data regarding the effectiveness and usability of this tool for completing exams, programming assignments, and term papers. We evaluate multiple levels of tool misuse, ranging from utilizing it as a consultant to simply copying its outputs. While we demonstrate how easily ChatGPT can be used to cheat, we also discuss the potentially significant benefits to the educational system. For instance, it might be used as an aid (assistant) to discuss problems encountered while solving an assignment or to speed up the learning process. Ultimately, we discuss how computer science higher education should adapt to tools like ChatGPT.