Hasil untuk "Special aspects of education"

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.

Yan Li, Xinyan Zhou, Hong-biao Yin et al.

Abstract Artificial Intelligence (AI) chatbots, with their ability to engage in conversations that resemble human interactions, have been increasingly applied to language teaching. Most recent review studies overlook student learning outcomes and the methods to achieve these outcomes in chatbot-supported language learning. Activity Theory (AT) offers a framework of elements and functions inside an activity system to accomplish desired objectives. This systematic study intends to specify student learning outcomes in a chatbot-supported setting and explain how various factors such as rules, tools, and division of labor work together to enhance learning outcomes in this environment. This review included 37 papers published from January 2014 to January 2025. The findings provide two empirical contributions: the four types of outcomes and the use of AT-based approaches to achieve these outcomes. Additionally, two practical suggestions are made: creating instructional design models for teacher-AI collaboration in chatbot-assisted language learning and developing professional AI chatbots for language education. Furthermore, five research directions are proposed: teacher-AI chatbot interactions, agentic outcomes, out-of-school context, chatbot and human-chatbot collaborations, and K-12 education setting. The findings indicate how to use factors from AT to assist students leaning language effectively with AI chatbots.

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.

Lucie Poláková, Martin Popel, Věra Kloudová et al.

The EdUKate project combines digital education, linguistics, translation studies, and machine translation to develop multilingual learning materials for Czech primary and secondary schools. Launched through collaboration between a major Czech academic institution and the country's largest educational publisher, the project is aimed at translating up to 9,000 multimodal interactive exercises from Czech into Ukrainian, English, and German for an educational web portal. It emphasizes the development and evaluation of a direct Czech-Ukrainian machine translation system tailored to the educational domain, with special attention to processing formatted content such as XML and PDF and handling technical and scientific terminology. We present findings from an initial survey of Czech teachers regarding the needs of non-Czech-speaking students and describe the system's evaluation and implementation on the web portal. All resulting applications are freely available to students, educators, and researchers.

Bethany Hodge, Rochelle H Holm

Doctors are well-trained in the collection, analysis, and interpretation of individual stool or urine sample data; however, wastewater-based epidemiology (WBE) combines the excretion of many community members into an anonymous health sample tied to a geographic location. We advocate for the inclusion of WBE in medical education. WBE offers physicians an opportunity to better care for patients with diseases seen at health clinics and doctors’ offices, customize and inform treatment, and accept positive results as true positives, backed by the contextual information provided by wastewater findings. It is also a tool to combat biased or misinformed risk perceptions. Medical education should include how to evaluate wastewater information presented, detect inconsistencies, and determine applicability; just as medical students are taught to do with data from other sources.

Vitalii Bryzhnik

A short article by Max Horkheimer, a well-known German neo-Marxist social philosopher and one of the founders of critical social theory, was published in the eighth issue of the Frankfurter Studentenzeitung, the student newspaper of the University of Frankfurt, which was published in December 1951. This text is another work of the Frankfurt thinker from his cycle of philosophical and educational works devoted to the philosophical consideration of such a spiritually influential phenomenon of German culture as the German university. Horkheimer continued his line of ideological orientation towards the concept of das Studium in German educational philosophy when he was rector of the University of Frankfurt in the early fifties of the last century. The German philosopher defined the theoretical connection that should bind together philosophy as theoretical knowledge that emancipates human consciousness from the pressure of totalitarian, ruling ideology, and sociology as a science that is able to provide society, which has embarked on the path of humanistic transformations in its environment, with relevant positive scientific and objective knowledge. The theoretical basis of Horkheimer's next philosophical and educational work, his speech "Academic Studies at University" (1952), was outlined in general terms here. The Frankfurt philosopher, ideologically relying on the tradition of German university education to cherish an educated person’s freedom from excessive social and political power, set out the German intellectual's fundamental demand to separate the socio-cultural (spiritual) space of university education from the influence of the unity of ideological components of post-totalitarian society. According to Horkheimer, this ideological unity should be overcome by a new theoretical unity - a combination of philosophy, which is characterised by the use of free subjective thinking of an individual, and sociology, which as a science cognises in an objective way. It will result in such social upbringing of young people that will lead to the beginning of humanistic socio-cultural changes in a post-totalitarian society

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.

Luis Morales-Navarro, Yasmin B. Kafai

In this conceptual paper, we review existing literature on artificial intelligence/machine learning (AI/ML) education to identify three approaches to how learning and teaching ML could be conceptualized. One of them, a data-driven approach, emphasizes providing young people with opportunities to create data sets, train, and test models. A second approach, learning algorithm-driven, prioritizes learning about how the learning algorithms or engines behind how ML models work. In addition, we identify efforts within a third approach that integrates the previous two. In our review, we focus on how the approaches: (1) glassbox and blackbox different aspects of ML, (2) build on learner interests and provide opportunities for designing applications, (3) integrate ethics and justice. In the discussion, we address the challenges and opportunities of current approaches and suggest future directions for the design of learning activities.

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.

Gyeong-Geon Lee, Xiaoming Zhai

Educational scholars have analyzed various image data acquired from teaching and learning situations, such as photos that shows classroom dynamics, students' drawings with regard to the learning content, textbook illustrations, etc. Unquestioningly, most qualitative analysis of and explanation on image data have been conducted by human researchers, without machine-based automation. It was partially because most image processing artificial intelligence models were not accessible to general educational scholars or explainable due to their complex deep neural network architecture. However, the recent development of Visual Question Answering (VQA) techniques is accomplishing usable visual language models, which receive from the user a question about the given image and returns an answer, both in natural language. Particularly, GPT-4V released by OpenAI, has wide opened the state-of-the-art visual langauge model service so that VQA could be used for a variety of purposes. However, VQA and GPT-4V have not yet been applied to educational studies much. In this position paper, we suggest that GPT-4V contributes to realizing VQA for education. By 'realizing' VQA, we denote two meanings: (1) GPT-4V realizes the utilization of VQA techniques by any educational scholars without technical/accessibility barrier, and (2) GPT-4V makes educational scholars realize the usefulness of VQA to educational research. Given these, this paper aims to introduce VQA for educational studies so that it provides a milestone for educational research methodology. In this paper, chapter II reviews the development of VQA techniques, which primes with the release of GPT-4V. Chapter III reviews the use of image analysis in educational studies. Chapter IV demonstrates how GPT-4V can be used for each research usage reviewed in Chapter III, with operating prompts provided. Finally, chapter V discusses the future implications.

Jannik Henze, André Bresges, Sebastian Becker-Genschow

The integration of artificial intelligence (AI) in physics education enables novel approaches to data analysis and conceptual learning. A comparative analysis of AI-supported and traditional Excel-based methods reveals distinct strengths and limitations in fostering understanding of pendulum experiments. This study explores the integration of AI-assisted tools, such as a custom chatbot based on ChatGPT, and traditional Excel-based methods in physics education, revealing that while both approaches produce comparable quantitative learning gains, AI tools provide significant qualitative advantages. These include enhanced emotional engagement and higher motivation, highlighting the potential of AI to create a more positive and supportive learning environment. Adaptive AI technologies offer significant promise in supporting structured, data-intensive tasks, emphasizing the necessity for thoughtfully balanced integration into educational practices.

Dina Zohrabi Alaee, Keegan Shea Tonry, Benjamin M. Zwickl

As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference solidifies during their undergraduate experiences. To get a better understanding, we interviewed eighteen physics majors who were at different stages of their degree regarding their interest in theory, computation, and experimental methods. Out of the eighteen students, we chose to analyze only nine students who rated computation and theory the lowest. Our analysis did not include interest in experiment because the ratings were less negative. We used Social Cognitive Career Theory (SCCT) and Lucidchart to analyze students' responses and create individual graphical representations of the influences for each student. Through this, we uncovered how various factors such as learning experiences, self-efficacy, and outcome expectations influenced their low interest in a particular method. We found that lack of knowledge and experience is often the main reason why self-efficacy was lower. Students' lack of interest is also influenced by negative outcome expectations (e.g, math-intensive and a bad work-life balance) more than other SCCT factors. Our findings could help physics departments and educators identify positive and negative factors that could lead to a more motivating and inclusive physics curriculum.

Parthasarathy P D, Swaroop Joshi

A UserWay study in 2021 indicates that an annual global e-commerce revenue loss of approximately $16 billion can be attributed to inaccessible websites and applications. According to the 2023 WebAIM study, only 3.7% of the world's top one million website homepages are fully accessible. This shows that many software developers use poor coding practices that don't adhere to the Web Content Accessibility Guidelines (WCAG). This research centers on software professionals and their role in addressing accessibility. This work seeks to understand (a) who within the software development community actively practices accessibility, (b) when and how accessibility is considered in the software development lifecycle, (c) the various challenges encountered in building accessible software, and (d) the resources required by software professionals to enhance product accessibility. Our survey of 269 software professionals from India sheds light on the pressing need for accessibility education within the software industry. A substantial majority (69.9%, N=269) of respondents express the need for training materials, workshops, and bootcamps to enhance their accessibility skills. We present a list of actionable recommendations that can be implemented within the industry to promote accessibility awareness and skills. We also open source our raw data for further research, encouraging continued exploration in this domain.

Carolina Adriana Cidade , Andréia Modrzejewski Zucolotto

  Este trabalho apresenta resultados da pesquisa “Perfil, memórias e identidades nas profissões da área de Química e Ciências”, cujo objetivo foi compreender identidades profissionais que emergem dessa área de estudo e da atuação profissional. É apresentado um recorte da investigação acerca das memórias da Educação Básica dos licenciandos e suas motivações para a escolha do curso de Licenciatura em Ciências da Natureza: Biologia e Química, do Instituto Federal do Rio Grande do Sul - Campus Porto Alegre. Trata-se de uma pesquisa de cunho qualitativo, do tipo estudo de caso, cujo instrumento de levantamento de dados foi um questionário enviado por formulário eletrônico aos participantes. Os resultados permitem descrever o perfil do licenciando e indicam a importância de suas vivências ao longo de sua escolarização nas disciplinas da área, reiterando a influência de professores em suas vidas para a escolha profissional. Identifica-se que mesmo os percalços vivenciados na Educação Básica, tal como a falta de professores ou de estruturas de laboratórios, não causaram desencanto sobre os estudantes na escolha pela área, mas, ao contrário, os motivaram a atuar como professores para qualificar o ensino nessa área de saber. Os resultados levaram à criação de estratégias de permanência e êxito dos licenciandos.

Jayson A. Dela Fuente

The advent of technology proliferates the evolution of social media that creates a massive breakthrough in different aspects of life, especially in education. Teachers play a crucial role as they adapt to the new era of an educational system where students with special needs are mainstreamed in the regular learning environment. Student’s success in learning is attributed to teachers' effective techniques, methods, and approaches to deliver quality and meaningful learning to diverse students regardless of religion, ethnic groups, race, culture, and disabilities. This context inspired the author to investigate the effectiveness of Facebook Messenger as an educational platform in teaching to scaffold deaf students’ conceptual understanding in environmental science subject through a quasi-experiment to a single group composed of four (N=4) deaf college students in one selected State College of the Higher Education Institutions (HEIs) in Northern Negros Philippines. The findings revealed that deaf students had a very low conceptual understanding of the subject in the pre-test, however, manifested very high after the intervention (post-test). Moreover, results show that there was no significant difference in the level of the participants’ conceptual understanding between and among gender groups, however, the difference was significant in the pre-test and post-test gained scores. Furthermore, Facebook Messenger has been proven effective and thereby recommended to maximize its potential as an educational tool in teaching to scaffold deaf students’ conceptual understanding of science fields and other disciplines.

C. Kerfeld

Sara Wagner York, Denize Sepulveda

O apresente texto desdobra formas de se fazer e falar sobre e com sujeitas implicadas com suas salas de aula e, sobretudo, com o ensino de formação de professoras e professores, mas não só, é sobre formas (in)visíveis de Educação. Ao trazermos essa entrevista, podemos de algum modo produzir nossos arquivos e até as nossas memórias que estão em constante disputa. Em 2018, a professora Sara Wagner York, afirmou em muitas de suas lives ter catalogado mais de 500 Trabalhos de Conclusão de Curso de Pedagogia, do curso de Educação a Distância – EAD da UERJ entre os anos de 2010 a 2017. Após levantamento inicial verificou se que as palavras Ludicidade, Letramento e Diversidade eram as mais presentes. Diante do levante conservador a partir do Golpe de Estado de 2016, ficou ainda mais perceptível a inserção de mulheres e homens evangélicos nos cursos de docência e principalmente nos cursos de Pedagogia. Evangélicas/os inseriam “diversidade” como palavra-chave, intencionando uma educação para todos. Um movimento similar também era produzido por jovens e adultas/os/es trans e travestis que perceberam a educação, e principalmente a Pedagogia, como instrumento fundante para mudança no cenário nacional. Esta entrevista realizada no ano pandêmico de 2021, no mês de setembro, marca um movimento cada vez mais frequente: a ocupação da diferença (marcada pelo gênero, sexualidades e identidades - e seus vários corpos) na cena educacional brasileira.

José Luiz Cordeiro Antunes, Maria Cristina Paulo Rodrigues, Lia Tiriba

No momento que este editorial está sendo escrito, quase quinhentos mil brasileiros/as negros/as, indígenas, brancos, quase-brancos (como diria Caetano), quilombolas, ribeirinhos/as, mulheres, de mil e uma cores, com seus sonhos e desejos pulsantes, tiveram suas vidas ameaçada e ceifadas. Pela covid-19, mas também pela impossibilidade de atendimento para inúmeras outras doenças, consequência do descaso com a saúde pública e com o SUS.