Hasil untuk "Theory and practice of education"

Olha Ivashchenko, Oleg Khudolii, Mykola Khudolii

Objectives. To synthesize contemporary scientific approaches to interpreting physical education of schoolchildren within the logic of a managed learning process and to clarify the role of pedagogical control, modelling, and age-related developmental regularities in shaping learning outcomes. Materials and Methods. The study was conducted as a narrative review of publications addressing physical education theory, pedagogical control, modelling of the learning process, age-related developmental regularities, and the teaching of physical exercises in general secondary education. The analysis was carried out from systems-based and learning-oriented perspectives on the organisation of physical education. Results. The review supports interpreting physical education of schoolchildren as a managed learning process in which learning outcomes emerge through the interaction of pedagogical control, modelling, and learners’ age-related developmental characteristics. Age-related regularities are best treated as parameters of learning models that define the boundaries for valid interpretation of pedagogical-control results. Pedagogical control acquires a regulatory function only when embedded within a model of the learning process. The synthesis also allows the learning of physical exercises to be interpreted as the formation and dynamics of learning states that can serve as objects of pedagogical control and regulation. Conclusions. The proposed synthesis enables interpreting outcomes of physical education as consequences of the organisation of the learning process rather than as autonomous normative indicators. This narrative review delineates theoretical and methodological frames for further research aimed at empirically testing models of managed physical education and refining tools of pedagogical control in general secondary education practice.

Christoph Kulgemeyer, Anna Weißbach, Kasim Costan et al.

Evidence-based education has become a central concept in science education, with meta-analyses often regarded as the gold standard for informing practice. This emphasis raises critical questions concerning the applicability, generalizability and transferability of research findings into classroom practice. It remains unclear both what kind of evidence education should be based on and whether science education research can provide the type of evidence required to guide decisions at different levels. This paper argues that theories play a crucial role in building bridges between research and practice. Drawing on literature from science education and the philosophy of science, we contrast the explanatory scope of meta-analyses with the predictive and integrative potential of theories, understood in a structuralist sense as systems of models with defined domains of applicability. We propose that science education research requires both fundamental and applied research, each contributing to theory development at different levels, ranging from local and context-specific models to more fundamental theoretical frameworks. Importantly, we argue that theories in science education should not be viewed merely as applications of psychological or pedagogical theories, but as fundamental theories in their own right. We conclude that the future development of science education research may benefit more from the systematic refinement and integration of theories than from the continued accumulation of isolated local findings, and we propose ways to support the development of such theories. A theory-guided understanding of evidence-based education can strengthen the scientific foundations of the field while simultaneously enhancing its practical relevance, thereby helping to narrow the long-standing theory-practice gap.

David García-Marín, Ricardo Roncero Palomar, Marina Santín et al.

El presente estudio pretende medir las percepciones y actitudes del estudiantado de Secundaria hacia el uso de la realidad virtual (RV) en materias científicas y tecnológicas, así como analizar los posibles sesgos de género en la valoración de este recurso. Este segundo objetivo se justifica en la escasez de trabajos que aúnan el uso de la RV para la formación STEM con la variable de género. Se llevó a cabo un estudio cuasi-experimental (n = 510) basado en la aplicación en el aula y utilización por parte del estudiantado de cuatro lecciones de asignaturas STEM en RV elaboradas ad hoc para esta investigación en tres centros de Secundaria españoles de diferentes entornos poblacionales y con distintos niveles de experiencia de uso de esta tecnología. Se utilizó para ello el test Instructional Material Motivational Survey (IMMS) validado en anteriores estudios. Los datos resultantes fueron analizados mediante estadística descriptiva e inferencial. Nuestros resultados evidencian que los aspectos mejor valorados de la RV son los relativos a la estructura y diseño de las lecciones, así como su capacidad para facilitar la atención en el contenido. Se observa un notable efecto de la variable de género. Las mujeres perciben de forma significativa una mayor dificultad en la usabilidad de las lecciones y afirman que la experiencia con RV les ayuda menos a mantener la atención. Manifiestan haber aprendido menos que sus compañeros varones y se sienten menos confiadas en su aprendizaje durante el uso de estas tecnologías inmersivas.

Dino Dumančić

The study employed a mixed-methods approach to investigate the relationship between English language teachers’ teaching efficacy, emotional experiences, and situation and task-related procrastination. It aimed to explore both self-reported teaching self-efficacy beliefs and the factors influencing language teachers’ procrastination behaviors and emotions during task delay. A total of 305 Croatian EFL teachers participated in this study. Descriptive, correlation, and directed content analyses were carried out. According to the findings, the Croatian language teachers viewed themselves as highly effective in the classroom and they also reported engaging in procrastination infrequently. When inquired about language proficiency-related anxiety, they admitted having experienced it sporadically. Those confident in utilizing instructional strategies and implementing classroom management strategies procrastinated less and reported lower anxiety levels. Qualitative analysis revealed that demotivating or fatiguing tasks, especially administrative and testing-related ones, instigated procrastination, among others. When procrastinating, the teachers reported primarily unpleasant emotions, such as anxiety, nervousness, frustration, and guilt.

Леся Литвинчук, Людмила Терещенко

Актуальність дослідження «Використання віртуальних засобів подолання переживання самотності у переселенців підліткового віку» зумовлена зростанням рівня самотності серед молоді, особливо в контексті воєнної агресії та масового внутрішнього переміщення в Україні. Згідно з результатами досліджень, близько 50% підлітків в Україні переживають високий або середній рівень самотності. Цей показник зріс внаслідок пандемії COVID-19 та повномасштабного вторгнення Росії у 2022 році. Особливо вразливою групою є підлітки-переселенці, які втратили соціальні зв’язки, звичне середовище та переживають емоційну ізоляцію. У статті проаналізовано наукові підходи до розуміння феномену самотності та окреслено його двоаспектну природу: як внутрішнього психологічного переживання та як зовнішнього соціального відчуження. Самотність розглядається як амбівалентне явище, що містить як ризики психологічної дезадаптації, так і потенціал для особистісного розвитку підлітків за умов належної підтримки. Результати емпіричного дослідження виявили, що високий рівень переживання самотності у підлітків-переселенців корелює з такими характеристиками: тривожність, фрустрованість, ригідність, а також середній рівень агресивності. Підлітки, які були змушені залишити звичне коло спілкування, частіше демонструють емоційну нестабільність і потребують нових форм підтримки. У цьому контексті одним із ефективних засобів адаптації виступають віртуальні засоби – соціальні мережі, чат-боти, мобільні додатки, платформи психологічної підтримки. Зокрема, такі сервіси, як Friendbot або «Розкажи мені», пропонують дихальні вправи, техніки заземлення, позитивні афірмації, що сприяє зниженню тривожності та формуванню навичок саморегуляції. Разом з тим підкреслюється, що віртуальні засоби не є повноцінною альтернативою живому міжособистісному спілкуванню та професійній психологічній допомозі, але можуть стати додатковим ресурсом емоційної підтримки для підлітків у кризовий період.

Anders Melbye Boelt, Anders Kalsgaard Møller, M. Lyngbye

Contemporary aspirations of higher education emphasise various conceptions of employability and ready-to-work students. This is often included in education as authentic problems parting from prospective vocational practices or different types of apprenticeship, thus reciprocally enriching theorical insights with practical actions for the becoming novice, student. Practice becomes a space entangled in specific pedagogical approaches and considerations. However, the opposite also happens, practice returning to education, where practitioners with years of vocational experience return. This paper presents a case study of an educational Master’s program consisting of both students continuing the education from a bachelor program, and practitioners returning to education. Based on Dewey’s experiential continuum, we investigate how we by non-intrusive means can aid students’ (N = 28) in reflecting on their past, present and anticipated future in relation to the educational program. The data consist of short, personal snapshots containing short personal characteristics, motivations, and career prospects written by the students on post-it notes (N = 311). The post-its were collected on the first day of study through a workshop. The snapshots show a wide variation in students’ rationales and ambitions, such as technical and generic competence development, modes of studying, aspirations to change career and profession, but also personal aspects such as family life. A common denominator is a shared story about ambitions to change current careers or open new avenues for employment and professional practice.

Supriya Manna, Niladri Sett

Modern Education is not \textit{Modern} without AI. However, AI's complex nature makes understanding and fixing problems challenging. Research worldwide shows that a parent's income greatly influences a child's education. This led us to explore how AI, especially complex models, makes important decisions using Explainable AI tools. Our research uncovered many complexities linked to parental income and offered reasonable explanations for these decisions. However, we also found biases in AI that go against what we want from AI in education: clear transparency and equal access for everyone. These biases can impact families and children's schooling, highlighting the need for better AI solutions that offer fair opportunities to all. This chapter tries to shed light on the complex ways AI operates, especially concerning biases. These are the foundational steps towards better educational policies, which include using AI in ways that are more reliable, accountable, and beneficial for everyone involved.

Fernando Ricardo González-Díaz, Vicent Martinez Badenes, Ricardo García-Salcedo

Quaternions, discovered by Sir William Rowan Hamilton in the 19th century, are a significant extension of complex numbers and a profound tool for understanding three-dimensional rotations. This work explores the quaternion's history, algebraic structure, and educational implications. We begin with the historical context of quaternions, highlighting Hamilton's contributions and the development of quaternion theory. This sets the stage for a detailed examination of quaternion algebra, including their representations as complex numbers, matrices, and non-commutative nature. Our research presents some advancements compared to previous educational studies by thoroughly examining quaternion applications in rotations. We differentiate between left and right rotations through detailed numerical examples and propose a general approach to rotations via a theorem, clearly defining the associated morphism. This framework enhances the understanding of the algebraic structure of quaternions. A key innovation is presenting a three-dimensional example illustrating the rotation of a frame with strings, connecting quaternions to the quaternion group, half-integer spin phenomena, and Pauli matrices. This approach bridges theoretical concepts with practical applications, enriching the understanding of quaternions in scientific contexts. We emphasize the importance of incorporating the history and applications of quaternions into educational curricula to enhance student comprehension and interest. By integrating historical context and practical examples, we aim to make complex mathematical concepts more accessible and engaging for students at the undergraduate and graduate levels. Our study underscores the enduring relevance of quaternions in various scientific and technological fields and highlights the potential for future research and educational innovations.

Daniel López-Fernández, Aldo Gordillo, Jennifer Pérez et al.

Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.

Damiano Azzolini, Elena Bellodi, Rafael Kiesel et al.

Solving a decision theory problem usually involves finding the actions, among a set of possible ones, which optimize the expected reward, possibly accounting for the uncertainty of the environment. In this paper, we introduce the possibility to encode decision theory problems with Probabilistic Answer Set Programming under the credal semantics via decision atoms and utility attributes. To solve the task we propose an algorithm based on three layers of Algebraic Model Counting, that we test on several synthetic datasets against an algorithm that adopts answer set enumeration. Empirical results show that our algorithm can manage non trivial instances of programs in a reasonable amount of time. Under consideration in Theory and Practice of Logic Programming (TPLP).

J Guisasola, J Ametller, D Baccino et al.

In the symposium contributions we discuss research in physics education and the consequences of its results for physics teaching. The symposium presents four different aspects of physics teaching and learning, but all of them have research-based problem analysis in common. The problems analysed cover different aspects of the physics teaching-learning process. Innovative aspects such as the effect on learning of the integration of engineering projects in the science teaching process, the influence on the learning process of conceptions about science and attitudes, and aspects related to teaching contents and students' learning difficulties. Its conclusions are not merely intuitive proposals based on teaching experience, but on a careful planning of data collection, analysis of results and empirical basis

Dingmin Wang, Przemysław A. Wałęga, Pan Hu et al.

DatalogMTL is an extension of Datalog with metric temporal operators that has found an increasing number of applications in recent years. Reasoning in DatalogMTL is, however, of high computational complexity, which makes reasoning in modern data-intensive applications challenging. In this paper we present a practical reasoning algorithm for the full DatalogMTL language, which we have implemented in a system called MeTeoR. Our approach effectively combines an optimised (but generally non-terminating) materialisation (a.k.a. forward chaining) procedure, which provides scalable behaviour, with an automata-based component that guarantees termination and completeness. To ensure favourable scalability of the materialisation component, we propose a novel seminaïve materialisation procedure for DatalogMTL enjoying the non-repetition property, which ensures that each specific rule application will be considered at most once throughout the entire execution of the algorithm. Moreover, our materialisation procedure is enhanced with additional optimisations which further reduce the number of redundant computations performed during materialisation by disregarding rules as soon as it is certain that they cannot derive new facts in subsequent materialisation steps. Our extensive evaluation supports the practicality of our approach.

K. Resch, Ilse Schrittesser, Mariella tedKnapp

ABSTRACT Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two ‘practice worlds’ – university teacher education and school practice – based on the example of the Austrian ‘Partner School Programme’ in order to overcome the theory-practice divide. In this conceptual paper, we explore how the ‘Partner School Programme’ has aimed at bridging the two ‘practice worlds’ by enhancing collaboration between universities and schools in different ways: pre-service teachers can take part in fieldwork in schools within the framework of a project (project-based learning), a research activity (community-based research) or an organised service (service-learning). The paper shows the relevance of developing integrated approaches for encouraging pre-service teachers’ reflective practice as thorough preparation for their subsequent careers and provides teacher educators with new ideas for practical fieldwork.

Anna Eckerdal, Anders Berglund, M. Thuné

ABSTRACT Learning in the computer laboratory is an important component when students learn computer programming. In this article, we analyse empirical data on novice students working in pairs in the laboratory. Using an approach inspired by phenomenography and variation theory, we specifically focus on how students’ learning of theory and their learning of practice interact. We found that theory-oriented and practice-oriented actions play different, but complimentary and closely intertwined roles in students’ learning. In particular, we discuss that students’ frequent switches between practice-oriented and theory-oriented actions create a variation that is helpful for learning. This variation adds to the variation the teacher creates. Finally, we discuss how and why frequent switches are important for the successful learning process and we suggest a couple of ways to make it more likely that students make such switches when working with assignments at the computer.

Timothy Ross, R. Buliung, T. Titchkosky et al.

In this commentary, we suggest that disability in planning practice is widely under-theorized. Planners must respond to normalized inattention to disability in the planning field and can begin doing so by engaging disability theory in practice. Five disability perspectives are discussed with a view to providing planners with a disability theory toolkit: (1) the medical, (2) social, and (3) biopsychosocial models; (4) a neoliberal viewpoint; and (5) a critical ableist studies lens. We encourage planners to embrace disability theory and the complexity of disability experiences, and to work toward unsettling the normalcy of disabled people’s exclusion in planned environments.

Leonid Vakhovskyi

Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field – education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education – pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science. Keywords: philosophy of education, educational practice, pedagogy, comprehension, understanding, interaction, functions of philosophy of education

Luciano Teles Bueno, Claudia Lisete Oliveira Groenwald

O presente trabalho apresenta um estudo realizado com os professores de Matemática dos 6º aos 9º anos do Ensino Fundamental e com a responsável pela área da Matemática na Secretaria Municipal de Educação que estão atuando na implantação da Base Nacional Comum Curricular, nas escolas municipais de Xinguara, Pará.  A pesquisa é um recorte da tese de doutorado no Programa de Ensino de Ciências e Matemática, da Universidade Luterana do Brasil, com o objetivo de identificar como vem sendo implantada, a BNCC nas escolas públicas do município. Foi aplicado um questionário, aos 17 professores de Matemática do 6º aos 9º anos, e uma entrevista com a responsável na Secretaria Municipal de Educação. Os resultados apontam que os professores participantes da pesquisa apresentam dificuldades na implantação dos objetos de aprendizagem prescritos na BNCC e de construir um currículo para o desenvolvimento de competências de acordo com o indicado na BNCC.

Khe Foon Hew, Weijiao Huang

Abstract In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.

Valdemar Švábenský, Jan Vykopal, Pavel Čeleda et al.

Cybersecurity professionals need hands-on training to prepare for managing the current advanced cyber threats. To practice cybersecurity skills, training participants use numerous software tools in computer-supported interactive learning environments to perform offensive or defensive actions. The interaction involves typing commands, communicating over the network, and engaging with the training environment. The training artifacts (data resulting from this interaction) can be highly beneficial in educational research. For example, in cybersecurity education, they provide insights into the trainees' learning processes and support effective learning interventions. However, this research area is not yet well-understood. Therefore, this paper surveys publications that enhance cybersecurity education by leveraging trainee-generated data from interactive learning environments. We identified and examined 3021 papers, ultimately selecting 35 articles for a detailed review. First, we investigated which data are employed in which areas of cybersecurity training, how, and why. Second, we examined the applications and impact of research in this area, and third, we explored the community of researchers. Our contribution is a systematic literature review of relevant papers and their categorization according to the collected data, analysis methods, and application contexts. These results provide researchers, developers, and educators with an original perspective on this emerging topic. To motivate further research, we identify trends and gaps, propose ideas for future work, and present practical recommendations. Overall, this paper provides in-depth insight into the recently growing research on collecting and analyzing data from hands-on training in security contexts.

M. J. Fleener

This paper provides insights into the possible, plausible and desirable futures of using blockchain technologies in education. While several universities and education providers are already beginning to use blockchain technologies for complex record manipulations, accounting, and certification of credentials, a whole-systems approach provides a broader view of the issues, promises and challenges associated with using blockchain technologies in education. The study uses social inquiry and causal layered analysis (CLA) to explore impacts across social, economic, environmental, policy, and values dimensions. Findings suggest the needs for new driving metaphors and myths about the purpose and value of education and its place in society as a public good, challenging traditional narratives of the importance and value of formal education and degrees. The implications of this study include a consideration of wider social factors that become important for implementing transformative change in education, presenting challenges to traditional K-12 and higher education curriculum, outcomes, and infrastructure.