Hasil untuk "History of education"

M. Apple

Preface to the 25th Anniversary Third Edition Preface to the Second Edition 1. On Analyzing Hegemony 2. Ideology and Cultural and Economic Reproduction 3. Economics and Control in Everyday School Life (with Nancy King) 4. Curricular History and Social Control (with Barry Franklin) 5. The Hidden Curriculum and the Nature of Conflict 6. Systems Management and the Ideology of Control 7. Commonsense Categories and the Politics of Labeling 8. Beyond Ideological Reproduction 9. Pedagogy, Patriotism, and Democracy: Ideology and Education after September 11 10. On Analyzing New Hegemonic Relations: An Interview

J. Daniel

MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Media frenzy surrounds them and commercial interests have moved in. Sober analysis is overwhelmed by apocalyptic predictions that ignore the history of earlier educational technology fads. The paper describes the short history of MOOCs and sets them in the wider context of the evolution of educational technology and open/distance learning. While the hype about MOOCs presaging a revolution in higher education has focussed on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness. We explore the paradoxes that permeate the MOOCs movement and explode some myths enlisted in its support. The competition inherent in the gadarene rush to offer MOOCs will create a sea change by obliging participating institutions to revisit their missions and focus on teaching quality and students as never before. It could also create a welcome deflationary trend in the costs of higher education.

Phil Benson

J. Mackay, M. Eriksen

N. Breslau, G. Davis, P. Andreski et al.

A. Alesina, E. Ferrara

A. Pope, R. Burnett, M. Thun et al.

C. Brewin, B. Andrews, J. Valentine

D. Irby, M. Cooke, Bridget C. O’Brien

K. Squire

TAN Shiwen, SHI Hongbo, JIANG Haibo, CHU Kun, YE Zehao, YANG Jianhui, ZHOU Xin

Objective: To investigate the awareness of knowledge about hepatitis C prevention and control among outpatients in Ningbo City, Zhejiang Province, and its influencing factors, so as to provide the evidence for strengthening health education on hepatitis C prevention and control. Methods: Based on sentinel surveillance of hepatitis C, the outpatients aged 15 to 65 years at seven hospitals in Yinzhou District, Cixi City and Xiangshan County of Ningbo City were selected using the convenient sampling method from April to June during 2020 and 2022. Demographic information, knowledge and behaviors related to hepatitis C prevention and control were collected through questionnaire surveys. The influencing factors for knowledge about hepatitis C prevention and control were analyzed using a multivariable logistic regression model. Results: A total of 2 792 participants were surveyed, including 1 157 males (41.44%) and 1 635 females (58.56%). The awareness rate of knowledge about hepatitis C prevention and control was 56.23%, and was lower in knowledge about hepatitis C vaccine and treatment. The awareness rates of knowledge about hepatitis C prevention and control among outpatients from 2020 to 2022 were 47.11%, 53.22% and 70.65%, respectively, showing an upward trend (P<0.05). Multivariable logistic regression analysis showed that participants aged 25 to <50 years (OR=1.358, 95%CI: 1.073-1.719), with an educational level of high school or junior college (OR=1.431, 95%CI: 1.134-1.806) or above junior college (OR=3.728, 95%CI: 2.958-4.699), with household monthly income per capita of 3 000 to <5 000 yuan (OR=1.828, 95%CI: 1.344-2.486) or ≥5 000 yuan (OR=1.858, 95%CI: 1.366-2.526), without a history of invasive treatments such as pedicure in public places (OR=1.287, 95%CI: 1.024-1.618), without a history of contact with family members' blood-contaminated items (OR=2.050, 95%CI: 1.552-2.707), and always using condoms during sexual contacts (OR=1.740, 95%CI: 1.273-2.378) had higher awareness of knowledge about hepatitis C prevention and control. Conclusions: The awareness of knowledge about hepatitis C vaccine and treatment among outpatients in Ningbo City needs to be improved. Age, educational level, household monthly income per capita, history of invasive treatments such as pedicure in public places, history of contact with family members' blood-contaminated items and frequency of condom use during sexual contacts are associated with outpatients' awareness of knowledge about hepatitis C prevention and control.

Cristina Rius, Rut Lucas-Domínguez

Objective: The inadequate collection, analysis, presentation and dissemination of sex and/or gender disaggregated data leads to persistent gender bias in biomedical research, clinical trials, publications and health information systems which have a negative impact on medical practice. In addition, gender gap persists in many scientific institutions and among researchers, despite various initiatives to promote equality among all professionals involved in research teams. The aim of this study is to create a tool to assess the inclusion of a gender perspective in biomedical research. Method: Relevant scientific publications on gender inclusion and biomedical studies indexed in the Web of Science were analysed, and guidelines and recommendations developed by leading governmental institutions, funding agencies and academic organisations were also reviewed. A panel of experts then used the Delphi method to identify useful variables for designing a questionnaire on gender inclusion in health sciences research. Results: For the first time, the questionnaire HEIRES assesses the integration of a gender perspective in a transversal way at all stages of biomedical research, from team composition to study development and dissemination. The final result is an immediate and objective score that allows professionals, institutions and policy-makers to identify strengths and potential areas for improvement in the integration of gender perspective in their research and/or within their organisations. Conclusions: Identifying gaps in the biomedical research process improves the quality of research centres, teams and studies and bring them closer to a fairer, more inclusive and equitable scenario towards personalised health. Resumen: Objetivo: La recolección, el análisis, la presentación y la difusión de datos de manera inadecuada por falta de desagregación de las variables por sexo o género conducen a la persistencia de sesgos en la investigación biomédica, los ensayos clínicos, las publicaciones y los sistemas de información sanitaria, lo que repercute negativamente en la práctica médica. Además, la brecha de género persiste en muchas instituciones científicas y equipos investigadores, a pesar de las diversas iniciativas para promover la igualdad entre todas las personas que participan en la investigación. El objetivo de este estudio es crear una herramienta para evaluar la inclusión de la perspectiva de género en las investigaciones biomédicas. Método: Se analizaron las publicaciones científicas relevantes sobre inclusión de género y estudios biomédicos indexadas en Web of Science, así como las directrices y las recomendaciones elaboradas por destacadas instituciones gubernamentales, organismos de financiación y organizaciones académicas. A continuación, un grupo de personas expertas utilizó el método Delphi para identificar variables útiles para diseñar un cuestionario sobre la inclusión de la perspectiva de género en la investigación en ciencias de la salud. Resultados: Por primera vez, el cuestionario HEIRES evalúa la integración de la perspectiva de género de forma transversal en todas las etapas de la investigación biomédica, desde la composición de los equipos hasta el desarrollo y la difusión de los estudios. El resultado final es una puntuación inmediata y objetiva que permite a profesionales, instituciones y responsables políticos identificar los puntos fuertes y las posibles áreas de mejora en la integración de la perspectiva de género en su investigación o dentro de sus organizaciones. Conclusiones: La identificación de lagunas en el proceso de investigación biomédica mejora la calidad de los centros, los equipos y los estudios de investigación, y los acerca a una sociedad más justa y equitativa.

Nguyen Thi Minh Thanh, Le Thi Hang, Mai Trong Hung et al.

Objectives: This study aimed to evaluate the incidence of adverse reactions to the COVID-19 vaccine among pregnant and breastfeeding women and identify associated demographic and clinical factors. Methods: A cross-sectional study was conducted at a hospital in Hanoi, Vietnam, from November 2021 to March 2022. A total of 1204 participants, including 991 pregnant women beyond 13 weeks of gestation and 213 breastfeeding women, were recruited through convenience sampling. Data were collected using a self-administered questionnaire designed to capture demographic information and adverse reactions occurring within seven to 28 days post-vaccination. Statistical analyses, including chi-square tests, Fisher’s exact tests, and logistic regression, were performed using Stata 16.0, with the significance set at <i>p</i> < 0.05. Results: The most common adverse reactions were localized pain at the injection site (26.2%), dizziness and fatigue (19.2%), and fever below 39 °C (29.1%). Severe adverse reactions, such as a tight throat, coma, and premature birth, were rare. A multivariate analysis identified the significant factors associated with the adverse reactions, including age (aOR = 2.04 for participants aged 36–40 years), occupation (lower odds for farmers and business professionals), urban residency (aOR = 0.64), and a history of allergies (aOR = 1.59). Education level, number of children, and gestational age were not significantly associated with adverse events. Conclusions: The findings support the safety of the COVID-19 vaccine in pregnant and breastfeeding women, with most of the adverse reactions being mild and self-limiting.

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.

Marianne Korner, Christos N. Likos

We report on a profession-oriented course we offered at the University of Vienna, aimed at physics education teacher students. The course on Theoretical Classical Mechanics has been conceived and designed from its outset with the explicit goal of bridging the gap between the abstract, mathematical notions employed in Theoretical Physics with the concrete future needs of prospective teachers in their profession. We aimed at countering both the negative attitudes of students towards Theoretical Physics and the interrelated skepticism of professors regarding the students mathematical proficiency. Our main findings are that these goals can indeed be achieved through a careful selection of course material and the associated mathematical tools, by closely interwoven lecture topics and exercises, and thorough planning according to principles for high-school teaching known from science education research. Establishing close connections between the material taught in the course and the students future occupation as high-school teachers has proven to be of utmost importance. This is possible without any sacrifice of mathematical rigor or of the quality of Physics presented.

Lisa Herrmann, Juliane Kühn

Abstract In 2022, one in four vocational education and training (VET) contracts resulted in premature termination—a potential sign of inefficiency in the training of urgently needed skilled professionals. This study focuses on the level of perceived informedness of trainees and its potential influence on dropout. This includes trainees’ perceived level of information about the characteristics and requirements of an occupation, which may result from various sources of information in the form of social contacts. We draw on theories from the field of career choice and job search to argue that a better level of informedness can reduce uncertainty and enable individuals to make better-informed decisions about their careers. With better informedness, there is a higher probability of finding a suitable match between a trainee and their chosen occupation, ultimately increasing their likelihood of job persistence. This should also lead to a lower probability of dropout among VETs. Using data from the National Educational Panel Study, starting cohort 4, we employed event history analysis. We show that good perceived informedness on the requirements of one’s vocational training and the perception of good school-based vocational preparation reduce the probability of dropping out. In contrast, good informedness about alternative training programs increases dropout risk. We also see that the distinction between closer or more distant groups of people from the social network (strong or weak ties) who provide information about training is not decisive.

Vilma Ribeiro de Almeida, Lucélia Lira Moura Teixeira, Thelma Valentina de Oliveira Fredrych et al.

Este artigo aborda a temática da educação inclusiva no Brasil, destacando reflexões sobre a valorização do papel social do aluno, a importância da legislação, e os desafios enfrentados no sistema educacional. Além disso, discute a aplicação da abordagem Ciência, Tecnologia e Sociedade (CTS) como uma ferramenta interdisciplinar para promover a inclusão escolar de alunos com necessidades educativas especiais (NEE). Objetivou analisar as potencialidades e as limitações da abordagem Ciência, Tecnologia e Sociedade (CTS) na promoção da inclusão de alunos com necessidades especiais em uma escola de Ensino Fundamental I. São apresentados procedimentos metodológicos a partir da abordagem qualitativa, respeitando os princípios éticos. Como instrumento de pesquisa utilizou-se o questionário na ferramenta google forms aplicado para os professores em uma escola do Ensino Fundamental no Estado do Tocantins, visando compreender as percepções dos professores sobre a educação inclusiva e a abordagem CTS. Como resultados destacam-se: os participantes da pesquisa apresentam uma receptividade positiva com relação à abordagem CTS, embora alguns ainda não estejam familiarizados com o conceito; uma concentração significativa de participantes, com idades predominantemente entre 41 e 50 anos, indicando uma possível evasão de jovens da carreira docente e, por fim, a formação continuada de professores sobressai como um aspecto relevante neste estudo, com destaque para a falta de preparo específico para lidar com alunos com NEE. A falta de formação específica e de apoio pode ser uma das limitações com relação à percepção dos professores sobre a viabilidade e eficácia dessa abordagem em suas práticas pedagógicas.

Dennis Junger, Max Westing, Christopher P. Freitag et al.

Progressing digitalization and increasing demand and use of software cause rises in energy- and resource consumption from information and communication technologies (ICT). This raises the issue of sustainability in ICT, which increasingly includes the sustainability of the software products themselves and the art of creating sustainable software. To this end, we conducted an analysis to gather and present existing literature on three research questions relating to the production of ecologically sustainable software ("Green Coding") and to provide orientation for stakeholders approaching the subject. We compile the approaches to Green Coding and Green Software Engineering (GSE) that have been published since 2010. Furthermore, we considered ways to integrate the findings into existing industrial processes and higher education curricula to influence future development in an environmentally friendly way.

Dávila Balsera, P., Naya Garmendia, L.M.

El Museo de la Educación de la Universidad del País Vasco/Euskal Herriko Unibertsitatea fue creado en 2014 e inaugurado en 2016. En este artículo hacemos una presentación de su organización. El museo está estructurado en tres grandes espacios dedicados al euskara y la educación, al espacio escolar y a las enseñanzas y aprendizajes y, posteriormente, describimos las nuevas audiencias que se han ido conformando a lo largo del tiempo a través de actividades formativas: alumnado universitario y no universitario, personas adultas y personas con algún tipo de demencia. Para estos colectivos hemos organizado estas actividades, cuyo objetivo es fomentar la ciudadanía activa y la consideración del museo desde una perspectiva inclusiva. En el desarrollo de las mismas hemos tenido presente las tareas, talleres y discusiones que se han producido, así como una evaluación de las mismas. Todas estas actividades resultan fundamentales para dar nuevas funciones al museo, potenciando la transferencia de resultados a la sociedad.