Hasil untuk "Education"

Kenneth M. Zeichner

In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space,” I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers. Keywords: Education of teachers; Campus and school-based; Programs across.

Erica Halverson, K. Sheridan

The Maker Movement is a broad international movement celebrating making with a wide range of tools and media, including an evolving array of new tools and processes for digital fabrication such as 3D printers and laser cutters. This article discusses who makers are in education, what that making entails, and where that making happens. akers are people of all ages who find digital and physical forums to share their products and processes. Educators and researchers in the Maker Movement in education are working to expand who makers are, providing critiques of traditional conceptions of maker identities and seeking to broaden participation in terms of race, gender, socioeconomic status, and ability status. Making entails a diversity of media, tools, processes and practices. Likewise, the Maker Movement in education purposefully transcends academic disciplines, drawing both on traditional academic subjects like engineering and math along with everyday life skills like sewing, carpentry and metalwork. Making happens across a variety of spaces where there is an educational focus, both informal (museums, community centers, libraries, and online) and formal (from K–12 to higher education, to teacher education). In these spaces, the specific goals and practices of the supporting organizations are woven together with those of the Maker Movement to support a range of learners and outcomes, including family inquiry, equity, access to technology, virtual community and support, social interaction, creativity, engineering education, and teacher candidate confidence. Maker education is often framed as a reaction to more “traditional” educational approaches and frequently involves the incorporation of making into STEM (science, technology, engineering, and math) and STEAM (science, technology, engineering, art, and math) approaches.

L. Cronenwett, G. Sherwood, J. Barnsteiner et al.

M. Joy

S. Baum, Jennifer Ma, K. Payea

Shameem Nyla

R. Havighurst

D. B. McLeod

P. Gibson, H. Powell, J. Coughlan et al.

M. Lacatus, Camelia Stăiculescu

Abstract This paper analyzes the importance of entrepreneurship in education. Originally, the entrepreneurship model is an economic model. But, nowadays, as educational domain became more attractive for entrepreneurs and technological changes created new opportunities for autonomy, de-centralization, and customization in educational systems, entrepreneurship is a reality in education too. The new forms of education, such as virtual schools or online courses stimulated entrepreneurs to invest in education in the same mode as they would initiate businesses in domains more market oriented. They take risks to invest in education and are known as ‘edupreneurs’. In the first part of the paper is discussing the role of entrepreneurship in education emphasizing the idea that education is a domain in that innovation is promoting and producing all the time and, due this, a domain of entrepreneurship. In the second part of the paper the new concepts of edupreneurship and edupreneur are used to express the essence of entrepreneurial initiative in education and to emphasize significant issues of educational entrepreneurship. In the last part various forms of edupreneurial initiative are presented. The conclusion of the paper is that edupreneurial initiatives may represent viable solutions for the problems that schools and school managers are facing nowadays.

D. Reay

This book brings Brian Jackson and Dennis Marsden's pioneering Education and the Working Class from 1962 up to date for the twenty-first century and reveals what we can do to achieve a fairer education system.

Yiming Luo, Ting Liu, Patrick Cheong-Iao Pang et al.

The advent of Large Language Models (LLMs) has profoundly transformed the paradigms of information retrieval and problem-solving, enabling students to access information acquisition more efficiently to support learning. However, there is currently a lack of standardized evaluation frameworks that guide learners in effectively leveraging LLMs. This paper proposes an LLM-driven Bloom's Educational Taxonomy that aims to recognize and evaluate students' information literacy (IL) with LLMs, and to formalize and guide students practice-based activities of using LLMs to solve complex problems. The framework delineates the IL corresponding to the cognitive abilities required to use LLM into two distinct stages: Exploration & Action and Creation & Metacognition. It further subdivides these into seven phases: Perceiving, Searching, Reasoning, Interacting, Evaluating, Organizing, and Curating. Through the case presentation, the analysis demonstrates the framework's applicability and feasibility, supporting its role in fostering IL among students with varying levels of prior knowledge. This framework fills the existing gap in the analysis of LLM usage frameworks and provides theoretical support for guiding learners to improve IL.

Marcus Kubsch, Marit Kastaun, Peter Wulff et al.

This report summarizes the outcomes of a two-day international scoping workshop on the role of artificial intelligence (AI) in science education research. As AI rapidly reshapes scientific practice, classroom learning, and research methods, the field faces both new opportunities and significant challenges. The report clarifies key AI concepts to reduce ambiguity and reviews evidence of how AI influences scientific work, teaching practices, and disciplinary learning. It identifies how AI intersects with major areas of science education research, including curriculum development, assessment, epistemic cognition, inclusion, and teacher professional development, highlighting cases where AI can support human reasoning and cases where it may introduce risks to equity or validity. The report also examines how AI is transforming methodological approaches across quantitative, qualitative, ethnographic, and design-based traditions, giving rise to hybrid forms of analysis that combine human and computational strengths. To guide responsible integration, a systems-thinking heuristic is introduced that helps researchers consider stakeholder needs, potential risks, and ethical constraints. The report concludes with actionable recommendations for training, infrastructure, and standards, along with guidance for funders, policymakers, professional organizations, and academic departments. The goal is to support principled and methodologically sound use of AI in science education research.

Liwen Zhang, Wei Si, Ke-ke Shang et al.

As artificial intelligence-generated content (AIGC) reshapes knowledge acquisition, higher education faces growing inequities that demand systematic mapping and intervention. We map the AI divide in undergraduate education by combining network science with survey evidence from 301 students at Nanjing University, one of China's leading institutions in AI education. Drawing on course enrolment patterns to construct a disciplinary network, we identify four distinct student communities: science dominant, science peripheral, social sciences & science, and humanities and social sciences. Survey results reveal significant disparities in AIGC literacy and motivational efficacy, with science dominant students outperforming humanities and social sciences peers. Ordinary least squares (OLS) regression shows that motivational efficacy--particularly skill efficacy--partially mediates this gap, whereas usage efficacy does not mediate at the evaluation level, indicating a dissociation between perceived utility and critical engagement. Our findings demonstrate that curriculum structure and cross-disciplinary integration are key determinants of technological fluency. This work provides a scalable framework for diagnosing and addressing the AI divide through institutional design.

Ana Carolina Pismel Lobo, Gabriela Cristina Santin, Elen de Souza Tolentino

Acute herpetic gingivostomatitis (AHGS) is the oral manifestation of HVS-1 primary infection. Despite being a self-limiting infection, AHGS can progress to severe complications. Dentists should be prepared to correctly diagnose and treat the disease. Therefore, the purpose of this study is to assess knowledge, attitude, and practice (KAP) of dentists regarding acute herpetic gingivostomatitis (AHGS) among children. A cross-sectional and descriptive study was carried out through a KAP Survey of 416 Brazilian dentists. Descriptive analyzes with absolute and relative frequencies were performed and possible associations between socio-demographic variables with the KAP questions were investigated using Chi-square and Fisher's exact tests (significance level 5%). Results revealed high knowledge scores among 68% of the dentists. The worst knowledge scores were found for AHGS complications. High scores were only associated with degree of education (p<0.005). For the treatment of AHGS, the responses were variable and signaled possible overtreatment in practice. Therapeutic possibilities beyond acyclovir are still lacking. This study highlights the importance of providing continuous education and integrating the practice of oral pathology into the practice of dentistry. It can help to increase knowledge, avoid overtreatment, and stimulate decision-making by the dentist in cases of complications.

Fahimeh Pakravan, Ali Yousefian Najafabadi, Zohreh Meshkati et al.

Abstract Introduction Injuries sustained during physical activities are a common concern among athletes, with dental trauma representing a significant yet often under-addressed component. Timely and appropriate intervention is critical to successful outcomes, making the awareness and performance of first-line responders—particularly physical education graduates—an essential focus. This study evaluates their knowledge and practices regarding emergency management of dental trauma. Materials and methods This cross-sectional descriptive study assessed 206 physical education graduates in Isfahan between 2024 and 2025. Data were collected using a researcher-designed questionnaire comprising 12 targeted items, validated with a content validity ratio (CVR > 0.51) and confirmed reliability (ICC = 0.884). Statistical analysis was performed using SPSS (Version 26), including descriptive measures (mean, standard deviation, frequency) and inferential tests (independent t-tests, ANOVA). Results Participants demonstrated moderate proficiency in dental trauma awareness and self-reported practical knowledge, with an overall mean score of 9.74 ± 4.80 (scale: 0–20). Awareness and performance scores were closely aligned (9.08 ± 4.99 and 9.07 ± 5.39, respectively). Significant predictors of higher competency included academic achievement (P = 0.023), direct exposure to dental trauma (P = 0.001), engagement in high-contact sports such as martial arts (P = 0.016), and formal training in trauma management (P = 0.012). Conversely, gender, general athletic history, and school-level sports involvement were not statistically associated with performance outcomes. Conclusion Most PE graduates demonstrated limited preparedness for managing dental trauma. Academic progression, trauma exposure, and targeted training were associated with better awareness and applied knowledge. These findings support the integration of oral emergency response modules into sports education curricula and certification programs—promoting health literacy and alignment with WHO health promotion objectives.

Jenan Alanazi, Ethar Alanazi, Reema Almuhayd et al.

Background Dietary behaviours influence obesity and chronic disease. In Saudi Arabia, Westernised diets and sedentary lifestyles have driven rising obesity. This study explores generational dietary patterns to inform Saudi Vision 2030 planning. Methods A cross-sectional study of 1,153 individuals was conducted in Saudi Arabia. These participants came from three generations: Generation X (born 1965–1980), Generation Y (born 1981–1996), and Generation Z (born 1997–2012). Participants were recruited via digital platforms (social media, email lists, and university networks). They also completed a validated, self-administered online questionnaire that captured 24-hour dietary recall, food-choice determinants, and relevant lifestyle factors. All data were statistically analysed using IBM SPSS Statistics version 25 and considered significant at p values < 0.05. Results Generational differences were statistically significant (p<0.001). For Generation Z, 34.1% reported consuming soft drinks more than three times weekly, compared to 6.4% for Generation X and 20.8% for Generation Y. Generation Z also had the lowest intake of fruits (only 4.8% reported ≥3 servings per day) and vegetables (8.4% met ≥3 servings per day). These individuals were more influenced by peers, taste (60.6%), and price (10.5%) than by nutrition. Conversely, Generations X and Y prioritised long-term health (69.5% and 38.9%, respectively) and nutritional value (71.1% and 38.5%, respectively). Gen Z favoured restaurant dining (40.3%), showed higher peer influence (63.2%), and more frequent meal skipping (88.3%). Furthermore, favourable nutritional intake, including water and fruits/vegetables, declined across generations, with Gen Z consuming more soft drinks (59.2%) and snacks (51.6%) than Gen X. Conclusions Generational dietary differences in Saudi Arabia reflect global and local shifts. Targeted public health strategies, digital interventions addressing affordability and appearance for Gen Z, and reinforced traditional education for Gen X/Y are essential. These insights support school and community nutrition policies aligned with Saudi Vision 2030.

Alexander A. Polonnikov

The article is dedicated to the 85th anniversary of Viktor P. Sheinov, a Belarusian-Russian scientist, Doctor of Sociological Sciences, Candidate of Physical and Mathematical Sciences, Academician of the International Academy of Information Technologies. The author believes that attention to Viktor P. Sheynov’s phenomenon is important not only from the point of view of the contribution of its bearer to various areas of intellectual activity, but also in connection with the search for resources for the renewal of domestic humanitarian science, and the significance of precedents for its effective implementation.

Mounes Bakhshi, Mona Ghasemi, Mohammad-Ali Tajick Ghanbary et al.

Abstract Cercospora leaf spot (CLS) is a major disease impacting global sugar beet cultivation and yield. This study investigated the potential diversity of Cercospora species causing CLS in Iranian sugar beet. Fungal isolates were characterized using integrated morphological and multi-gene sequence analyses. Subsequently, the possibility of rapid and specific diagnosis of the dominant pathogen using Loop-Mediated Isothermal Amplification (LAMP) was assessed. Infected leaves were collected from Ardabil, West Azerbaijan, Khorasan Razavi, Semnan, Mazandaran, Khuzestan, and Golestan provinces across the country. Genomic regions of actA, cmdA, gapdh, his3 and tef1 were amplified and sequenced. Phylogenetic results revealed that two species, Cercospora beticola and Cercospora gamsiana, are involved in causing cercospora leaf spot of sugar beet in Iran from which C. beticola was the dominant species. The LAMP-specific primers designed based on the gapdh gene region successfully discriminated C. beticola from C. gamsiana and other Cercospora species, as well as from some other fungal genera such as, Alternaria, Cladosporium, Curvularia, Ramularia and Stemphylium. The LAMP assay in this study demonstrated a detection limit of 50 fg μL−1. This study found C. beticola to be the dominant species in Iranian sugar beet fields. The LAMP technique proved effective for rapid, accurate diagnosis, aiding optimized disease management and control strategy selection.

Jessica C. Harris, Lori D. Patton

ABSTRACT Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a “traveling theory,” that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term “intersectionality” in some manner. The goal of the study was not to offer a prescriptive way to use intersectionality. In fact, theoretically musing over the precise way in which intersectionality should be done may confine the concept to an overly academic contemplative exercise and therefore, undo intersectionality. Instead, through this research, we aimed to explore and use intersectionality in a manner that advances a transformative social justice agenda.