Hasil untuk "History of education"

Miriam Spodniaková Pfefferová, Martin Plesch

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

Mohamed Tolba, Olivia Kendall, Daniel Tudball Smith et al.

Educational videos are widely used across various instructional models in higher education to support flexible and self-paced learning. However, student engagement with these videos varies significantly depending on how they are designed. While several studies have identified potential influencing factors, there remains a lack of scalable tools and open datasets to support large-scale, data-driven improvements in video design. This study aims to advance data-driven approaches to educational video design. Its core contributions include: (1) a workflow model for analysing educational videos; (2) an open-source implementation for extracting video metadata and features; (3) an accessible, community-driven database of video attributes; (4) a case study applying the approach to two engineering courses; and (5) an initial machine learning-based analysis to explore the relative influence of various video characteristics on student engagement. This work lays the groundwork for a shared, evidence-based approach to educational video design.

Ramiro Pesina

Mentoring software is a pivotal innovation in addressing critical challenges in teacher development within educational institutions. This study explores the transformative potential of digital mentoring platforms, evaluating their impact on enhancing traditional mentoring practices through scalable, data-driven, and accessible frameworks. The research synthesizes findings from existing literature to assess the effectiveness of key features, including structured goal setting, progress monitoring, and advanced analytics, in improving teacher satisfaction, retention, and professional growth. Using an integrative literature review approach, this study identifies both the advantages and barriers to implementing mentoring software in education. Financial constraints, limited institutional support, and data privacy concerns remain significant challenges, necessitating strategic interventions. Drawing insights from successful applications in healthcare and corporate sectors, the review highlights adaptive strategies such as leveraging open-source tools, cross-sector collaborations, and integrating mentoring software with existing professional development frameworks. The research emphasizes the necessity of integrating digital mentoring tools with institutional objectives to create enduring support systems for teacher development. Mentoring software not only enhances traditional mentorship but also facilitates broader professional networks that contribute to collective knowledge sharing.

James Alves de Souza, Michel Corci Batista, Marcello Ferreira

The rapid advancement of digital technologies in the first quarter of the 21st century has introduced significant transformations in various fields, such as communication, healthcare, and education. However, it has also led to an increase in the use and disposal of electronic devices, resulting in environmental challenges related to Waste Electrical and Electronic Equipment (WEEE), also known as e-waste. This phenomenon is observed in schools, where the integration and renewal of equipment have become essential for the development and implementation of new teaching strategies. Based on a technological research project, we present how students from a public school in São Paulo's countryside conducted e-waste reuse processes, applying the principles of metarecycling and physics knowledge to build a portable battery (power bank) and a smartphone charger powered by a dynamo attached to a bicycle. The appropriation of the relationships between science, technology, and social aspects was facilitated by validating the chargers through characterization tests of the charging time provided by the power bank and the bicycle-installed device under riding conditions. Educational actions within the community, involving concepts of sustainability, clean energy, and health benefits through physical exercise, were guided by the United Nations Sustainable Development Goals (SDGs).

Consuelo Flecha García

Este artículo se enmarca dentro de una línea de investigación que trabaja los movimientos transnacionales de mujeres en las décadas de paso del siglo XIX al XX. En esta ocasión, centrándose en aquellas jóvenes que, por el hecho de ser mujeres, tenían cerradas las aulas universitarias en sus propios países, y se vieron obligadas a desplazarse a donde sí las aceptaban. En Europa fue pionera la universidad de Zúrich, y en años sucesivos, otras de Suiza, de Francia y de Bélgica. Como fuentes, se ha utilizado, además de la historiografía sobre esta temática, fondos documentales universitarios, series estadísticas, prensa y testimonios de algunas protagonistas, que han proporcionado valiosas informaciones para alcanzar el objetivo previsto de sistematizar y ampliar lo conocido sobre una realidad quizás no esperada. Viajaron más de mil alumnas, de una treintena de procedencias geográficas, para matricularse en la carrera que deseaban cursar. Mayoritariamente, del entonces imperio ruso y para cursar la carrera de medicina. Estas páginas intentan un acercamiento a las circunstancias que intervinieron en sus itinerarios, políticas y académicas, sociales y familiares; y también a las trayectorias vitales moldeadas por los viajes al extranjero, las experiencias interculturales, la conciencia ganada sobre sus derechos y el ejercicio profesional posterior.

Angie Zapata, Sarah Reid, Mary Adu-Gyamfi

Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural portrayals encountered. Guidance for ITE programs is needed to ensure that the aesthetic and sociopolitical features of picturebooks are not only considered but deeply taught to pre-service teachers. Drawing from a qualitative analysis of a fifth-grade reader engaging with a picturebook featuring a character with a similar phenotype across ten days, an inductive and iterative process of data analysis identified salient moments of collaborative discussions and the ‘slow looking’ approaches she used to interact with justice-oriented picturebooks. Our findings highlight the visual, material, and multimodal ways these texts serve as mentor resources for writing and drawing, while also acting as identity-affirming texts. To conclude, we offer essential implications for ITE settings, instructors, and their students by unpacking the significance of instruction that matters most for supporting pre-service teachers as curators of justice-oriented picturebooks.

Simon Kloker, Matthew Bazanya, Twaha Kateete

Trust plays a pivotal role in Lecturer-Student-Collaboration, encompassing teaching and research aspects. The advent of Large Language Models (LLMs) in platforms like Open AI's ChatGPT, coupled with their cost-effectiveness and high-quality results, has led to their rapid adoption among university students. However, discerning genuine student input from LLM-generated output poses a challenge for lecturers. This dilemma jeopardizes the trust relationship between lecturers and students, potentially impacting university downstream activities, particularly collaborative research initiatives. Despite attempts to establish guidelines for student LLM use, a clear framework mutually beneficial for lecturers and students in higher education remains elusive. This study addresses the research question: How does the use of LLMs by students impact Informational and Procedural Justice, influencing Team Trust and Expected Team Performance? Methodically, we applied a quantitative construct-based survey, evaluated using techniques of Structural Equation Modelling (PLS- SEM) to examine potential relationships among these constructs. Our findings based on 23 valid respondents from Ndejje University indicate that lecturers are less concerned about the fairness of LLM use per se but are more focused on the transparency of student utilization, which significantly influences Team Trust positively. This research contributes to the global discourse on integrating and regulating LLMs and subsequent models in education. We propose that guidelines should support LLM use while enforcing transparency in Lecturer-Student- Collaboration to foster Team Trust and Performance. The study contributes valuable insights for shaping policies enabling ethical and transparent LLMs usage in education to ensure effectiveness of collaborative learning environments.

Keisuke Sato

The integration of Large Language Models (LLMs) in education offers both opportunities and challenges, particularly in fields like physics that demand precise conceptual understanding. This study examines the capabilities of six state-of-the-art LLMs in explaining the law of conservation of momentum, a fundamental principle in physics. By analyzing responses to a consistent, simple prompt in Japanese, we assess the models' explanatory approaches, depth of understanding, and adaptability to different educational levels.Our comprehensive analysis, encompassing text characteristics, response similarity, and keyword usage, unveils significant diversity in explanatory styles across models. ChatGPT4.0 and Coral provided more comprehensive and technically detailed explanations, while Gemini models tended toward more intuitive approaches. Key findings include variations in the treatment of critical concepts such as net force, and differing emphases on mathematical rigor and real-world applications.The results indicate that different AI models may be more suitable for various educational contexts, ranging from introductory to advanced levels. ChatGPT4.0 and Coral demonstrated potential for advanced discussions, while Gemini models appeared more appropriate for introductory explanations. Importantly, the study underscores the necessity of educator guidance in effectively leveraging these AI tools, as models varied in their ability to convey nuanced aspects of physical principles.This research establishes a foundation for understanding the educational potential of LLMs in physics, providing insights for educators on integrating these tools into their teaching practices. It also highlights the need for further investigation into AI-assisted learning in STEM fields, paving the way for more sophisticated applications of AI in physics education.

Zhoumingju Jiang, Mengjun Jiang

The integration of artificial intelligence (AI) in education has shown significant promise, yet the effective personalization of learning, particularly in physics education, remains a challenge. This paper proposes Physics-STAR, a framework for large language model (LLM)- powered tutoring system designed to address this gap by providing personalized and adaptive learning experiences for high school students. Our study evaluates Physics-STAR against traditional teacher-led lectures and generic LLM tutoring through a controlled experiment with 12 high school sophomores. Results showed that Physics-STAR increased students' average scores and efficiency on conceptual, computational, and on informational questions. In particular, students' average scores on complex information problems increased by 100% and their efficiency increased by 5.95%. By facilitating step-by-step guidance and reflective learning, Physics-STAR helps students develop critical thinking skills and a robust comprehension of abstract concepts. The findings underscore the potential of AI-driven personalized tutoring systems to transform physics education. As LLM continues to advance, the future of student-centered AI in education looks promising, with the potential to significantly improve learning outcomes and efficiency.

Matheus Moebus Farias, João Paulo Fernandes

O presente artigo busca relatar a experiência da aplicação de uma controvérsia controlada em uma turma de Ensino Médio de uma escola privada brasileira localizada no município de Petrópolis, interior do Estado do Rio de Janeiro. A controvérsia controlada é uma prática didática desenvolvida para a aplicação de uma Abordagem CTS em sala de aula, podendo ser uma forte ferramenta para o desenvolvimento de uma educação crítica e reflexiva. Será descrito, em sessões separadas, a metodologia utilizada, a caracterização da escola, a sequência didática (descrevendo a escolha do tema debatido, as notícias discutidas e alguns posicionamentos), o relato de cada etapa e os resultados da técnica. Foi possível concluir que a atividade da controvérsia controlada se mostrou eficaz ao analisar o comportamento e as respostas dos alunos no início e no término da atividade.

Eduardo Vilela, MD, PhD, Ricardo Fontes-Carvalho, MD, PhD

Vassilis Lyberatos, Spyridon Kantarelis, Eirini Kaldeli et al.

This paper describes the methodology followed and the lessons learned from employing crowdsourcing techniques as part of a homework assignment involving higher education students of computer science. Making use of a platform that supports crowdsourcing in the cultural heritage domain students were solicited to enrich the metadata associated with a selection of music tracks. The results of the campaign were further analyzed and exploited by students through the use of semantic web technologies. In total, 98 students participated in the campaign, contributing more than 6400 annotations concerning 854 tracks. The process also led to the creation of an openly available annotated dataset, which can be useful for machine learning models for music tagging. The campaign's results and the comments gathered through an online survey enable us to draw some useful insights about the benefits and challenges of integrating crowdsourcing into computer science curricula and how this can enhance students' engagement in the learning process.

Lars Krupp, Steffen Steinert, Maximilian Kiefer-Emmanouilidis et al.

Large language models (LLMs) have recently gained popularity. However, the impact of their general availability through ChatGPT on sensitive areas of everyday life, such as education, remains unclear. Nevertheless, the societal impact on established educational methods is already being experienced by both students and educators. Our work focuses on higher physics education and examines problem solving strategies. In a study, students with a background in physics were assigned to solve physics exercises, with one group having access to an internet search engine (N=12) and the other group being allowed to use ChatGPT (N=27). We evaluated their performance, strategies, and interaction with the provided tools. Our results showed that nearly half of the solutions provided with the support of ChatGPT were mistakenly assumed to be correct by the students, indicating that they overly trusted ChatGPT even in their field of expertise. Likewise, in 42% of cases, students used copy & paste to query ChatGPT -- an approach only used in 4% of search engine queries -- highlighting the stark differences in interaction behavior between the groups and indicating limited reflection when using ChatGPT. In our work, we demonstrated a need to (1) guide students on how to interact with LLMs and (2) create awareness of potential shortcomings for users.

María E. Pedreschi M., Adys Pereira de Herrera

Los bancos son instituciones vitales para el funcionamiento de la economía moderna, permitiendo a empresas y personas el acceso a recursos y servicios financieros para la consecución de sus fines de inversión y consumo, propiciando el desarrollo macroeconómico y la disminución de la pobreza de los países. La bancarización se ha convertido en la principal herramienta de inclusión financiera, promovida por los estados y organismos internacionales. En el 2018 y 2019 se realizó una investigación descriptiva-transversal con el objetivo de medir algunas variables relacionadas con la bancarización de la población universitaria en el distrito de Chitré, desde el enfoque de demanda y con ello, describir sus principales características. La muestra fue estratificada contemplando tres universidades de mayor matrícula. Se observó que los niveles de bancarización se diferencian entre los estratos, pues en los profesores y administrativos estos son mayores (97.1%) que el de los estudiantes (60.0%). Los universitarios se bancarizan tanto a través del ahorro como del crédito (81% y 16%, respectivamente), poseen más de una cuenta de ahorro, en más de un banco, sobre todo para realizar transacciones de pagos. Los profesores y administrativos manejan en promedio 2.3 créditos y los estudiantes, 1.4. En la actualidad, se espera que los indicadores de bancarización sean mayores, tanto por la dinámica de avance de la tecnología financiera, como por los impactos positivos de la pandemia de Covid-19 mostrados por el aumento de la tenencia de cuentas de ahorro y su uso electrónico para realizar transacciones. Se concluye que la población universitaria puede ser vista como un nicho de mercado importante, sustentando el diseño de productos y servicios y programas de educación financiera focalizados a este segmento de la población general.

The ATLAS collaboration, G. Aad, B. Abbott et al.

Abstract This paper presents a search for hypothetical massive, charged, long-lived particles with the ATLAS detector at the LHC using an integrated luminosity of 139 fb −1 of proton–proton collisions at s $$ \sqrt{s} $$ = 13 TeV. These particles are expected to move significantly slower than the speed of light and should be identifiable by their high transverse momenta and anomalously large specific ionisation losses, dE/dx. Trajectories reconstructed solely by the inner tracking system and a dE/dx measurement in the pixel detector layers provide sensitivity to particles with lifetimes down to O $$ \mathcal{O} $$ (1) ns with a mass, measured using the Bethe–Bloch relation, ranging from 100 GeV to 3 TeV. Interpretations for pair-production of R-hadrons, charginos and staus in scenarios of supersymmetry compatible with these particles being long-lived are presented, with mass limits extending considerably beyond those from previous searches in broad ranges of lifetime.

S. Lombeyda, S. G. Djorgovski, A. Tran et al.

Use of online platforms for education is a vibrant and growing arena, incorporating a variety of software platforms and technologies, including various modalities of extended reality. We present our Enhanced Reality Teaching Concierge, an open networking hub architected to enable efficient and easy connectivity between a wide variety of services or applications to a wide variety of clients, designed to showcase 3D for academic purposes across web technologies, virtual reality, and even virtual worlds. The agnostic nature of the system, paired with efficient architecture, and simple and open protocols furnishes an ecosystem that can easily be tailored to maximize the innate characteristics of each 3D display environment while sharing common data and control systems with the ultimate goal of a seamless, expandable, nimble education metaverse.

Heiko Schrader, Galina Gorborukova, Makhinur Mamatova

This paper discusses the conception of a joint intercultural students’ research program of one German and two Kyrgyzstani teachers and students from the Otto-von-Guericke University of Magdeburg (Germany) and the American University of Central Asia, Bishkek (Kyrgyzstan). The paper conceptualizes such a research training program and gives reference to qualitative methods teaching in the two corresponding universities. What follows is a description of the chosen research topic: “The 'Intersections' of Gender, Family, and Society in Kyrgyzstan”, and the course program. With different academic cultures concerning research ethics in the Anglo-Saxon and continental European contexts, a challenge for such a program will be addressed. A short review of the research results of the different students’ teams is provided, and the paper is finalized with a self-reflection upon such a joint intercultural undertaking.  

The ATLAS collaboration, G. Aad, B. Abbott et al.

Abstract The associated production of a Higgs boson and a top-quark pair is measured in events characterised by the presence of one or two electrons or muons. The Higgs boson decay into a b-quark pair is used. The analysed data, corresponding to an integrated luminosity of 139 fb −1, were collected in proton-proton collisions at the Large Hadron Collider between 2015 and 2018 at a centre-of-mass energy of s $$ \sqrt{s} $$ = 13 TeV. The measured signal strength, defined as the ratio of the measured signal yield to that predicted by the Standard Model, is 0.35 − 0.34 + 0.36 $$ {0.35}_{-0.34}^{+0.36} $$ . This result is compatible with the Standard Model prediction and corresponds to an observed (expected) significance of 1.0 (2.7) standard deviations. The signal strength is also measured differentially in bins of the Higgs boson transverse momentum in the simplified template cross-section framework, including a bin for specially selected boosted Higgs bosons with transverse momentum above 300 GeV.

Rodrigo Henrique Barbosa Monteiro, Maurício Ronny de Almeida Souza, Sandro Ronaldo Bezerra Oliveira et al.

Gamification has been used to motivate and engage participants in software engineering education and practice activities. There is a significant demand for empirical studies for the understanding of the impacts and efficacy of gamification. However, the lack of standard procedures and models for the evaluation of gamification is a challenge for the design, comparison, and report of results related to the assessment of gamification approaches and its effects. The goal of this study is to identify models and strategies for the evaluation of gamification reported in the literature. To achieve this goal, we conducted a systematic mapping study to investigate strategies for the evaluation of gamification in the context of software engineering. We selected 100 primary studies on gamification in software engineering (from 2011 to 2020). We categorized the studies regarding the presence of evaluation procedures or models for the evaluation of gamification, the purpose of the evaluation, the criteria used, the type of data, instruments, and procedures for data analysis. Our results show that 64 studies report procedures for the evaluation of gamification. However, only three studies actually propose evaluation models for gamification. We observed that the evaluation of gamification focuses on two aspects: the evaluation of the gamification strategy itself, related to the user experience and perceptions; and the evaluation of the outcomes and effects of gamification on its users and context. The most recurring criteria for the evaluation are 'engagement', 'motivation', 'satisfaction', and 'performance'. Finally, the evaluation of gamification requires a mix of subjective and objective inputs, and qualitative and quantitative data analysis approaches. Depending of the focus of the evaluation (the strategy or the outcomes), there is a predominance of a type of data and analysis.

Svitlana H. Lytvynova

The article sets out to analyze national and foreign experience of use of electronic textbooks in the system of education; to justify the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of elementary school. Four forms of implementation of Smart Kids technology (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described con-sidering the facilities of every school as well as the level of information and communication technology qualification of the elementary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in elementary school environment were determined. Based on the procedural approach to work of an elementary school teacher, six stages of introduction of the technology were justified. Spe-cific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of elementary education of Ukraine was described, the choice of electronic textbooks by elementary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching elementary school pupils require further justification.