Hasil untuk "History of education"

K. Holyoak, Robert G. Morrison, Frontmatter

M. Horton, Brenda Bell, P. Freire et al.

S. Itzkoff

Jiang He, Lorraine G. Ogden, L. Bazzano et al.

D. Finkelhor, G. Hotaling, I. Lewis et al.

Ronald D. Anderson

D. Gibson, N. Ostashewski, K. Flintoff et al.

Gintaras Duda

Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results that demonstrate student learning. I stress that beyond the technical, cyclical elements of the IPP, a truly Ignatian course needs to pay close attention to Jesuit charisms such as cura personalis, magis, and educating men and women with and for others.

G. Lusztig

The history of the canonical basis and crystal basis of a quantized enveloping algebra and its representations is presented

Jarosław A. Chudziak, Adam Kostka

The growing ubiquity of artificial intelligence (AI), in particular large language models (LLMs), has profoundly altered the way in which learners gain knowledge and interact with learning material, with many claiming that AI positively influences their learning achievements. Despite this advancement, current AI tutoring systems face limitations associated with their reactive nature, often providing direct answers without encouraging deep reflection or incorporating structured pedagogical tools and strategies. This limitation is most apparent in the field of mathematics, in which AI tutoring systems remain underdeveloped. This research addresses the question: How can AI tutoring systems move beyond providing reactive assistance to enable structured, individualized, and tool-assisted learning experiences? We introduce a novel multi-agent AI tutoring platform that combines adaptive and personalized feedback, structured course generation, and textbook knowledge retrieval to enable modular, tool-assisted learning processes. This system allows students to learn new topics while identifying and targeting their weaknesses, revise for exams effectively, and practice on an unlimited number of personalized exercises. This article contributes to the field of artificial intelligence in education by introducing a novel platform that brings together pedagogical agents and AI-driven components, augmenting the field with modular and effective systems for teaching mathematics.

Markus Virtanen

This article explores the media representation of Finnish-born composer Ann-Elise Hannikainen in the Spanish media during the early 1970s, focusing on the gender dynamics and the influence of the male gaze on her public image. Despite the presence of numerous female composers in Spain at the time, Hannikainen’s and Valencia-based Matilde Salvador’s works were among the few by women featured by Spanish orchestras in the 1970s. This study aims to understand how Hannikainen’s gender intersected with various aspects of her identity, such as age, appearance, social class, family background, education, and nationality, in the critiques and other texts related to her orchestral piece Anerfálicas premiered in Valencia in 1973. The methodology employs resistant reading by Judith Fetterley to analyse how gender and the male gaze shaped the discourse around Hannikainen’s work, underscoring the necessity of a feminist perspective in musicology that acknowledges the contributions of women composers and challenges the traditional narratives of music history. Additionally, by contrasting Hannikainen’s media image with that of Salvador, the article reveals that Hannikainen’s gender not only shaped her public image through descriptions of her appearance and familial relations but also affected the depth of authorship and artistic integrity attributed to her work, often overshadowing her professional credentials and accomplishments. This gendered narrative extended to the way influential figures, such as Hannikainen’s teacher Ernesto Halffter, represented Hannikainen.

László Szögi

Könyvismertetés A két észt professzor által jegyzett, terjedelmes és gazdagon illusztrált könyv  a baltikumi peregrinációnak egy szűkebb, de annál érdekesebb szegmensét vizsgálja, az észt műszaki értelmiség külföldi képzését. A baltikumi peregrináció, a lengyelhez, vagy a magyarhoz hasonló módon azért érdekes, mert mindhárom esetben soknemzetiségű területről van szó. 

Yunsoo Park, Younkyung Hong

In this study, the emotion and tone of preservice teachers' reflections were analyzed using sentiment analysis with LLMs: GPT-4, Gemini, and BERT. We compared the results to understand how each tool categorizes and describes individual reflections and multiple reflections as a whole. This study aims to explore ways to bridge the gaps between qualitative, quantitative, and computational analyses of reflective practices in teacher education. This study finds that to effectively integrate LLM analysis into teacher education, developing an analysis method and result format that are both comprehensive and relevant for preservice teachers and teacher educators is crucial.

Moupiya Maji, Surhud More, Aniket Sule et al.

We present the results of a nation-wide baseline survey, conducted by us, for the status of Astronomy education among secondary school students in India. The survey was administered in 10 different languages to over 2000 students from diverse backgrounds, and it explored multiple facets of their perspectives on astronomy. The topics included students' views on the incorporation of astronomy in curricula, their grasp of fundamental astronomical concepts, access to educational resources, cultural connections to astronomy, and their levels of interest and aspirations in the subject. We find notable deficiencies in students' knowledge of basic astronomical principles, with only a minority demonstrating proficiency in key areas such as celestial sizes, distances, and lunar phases. Furthermore, access to resources such as telescopes and planetariums remain limited across the country. Despite these challenges, a significant majority of students expressed a keen interest in astronomy. We further analyze the data along socioeconomic and gender lines. Particularly striking were the socioeconomic disparities, with students from resource-poor backgrounds often having lower levels of access and proficiency. Some differences were observed between genders, although not very pronounced. The insights gleaned from this study hold valuable implications for the development of a more robust astronomy curriculum and the design of effective teacher training programs in the future.

Václav Pavlík, Jakub Vošmera, Tomáš Gráf et al.

Astronomy education and outreach are very important when it comes to the future generation's interest in science. The Czech Astronomy Olympiad shows how an educational competition for secondary and high schools can help us drive innovation and promote inclusion and diversity. In this work, we introduce the scope of this competition and show statistics on participation. We also discuss some of the steps taken to make astronomy accessible to a wider audience, such as organising international workshops. In addition, we explore some of the approaches which were adopted to broaden the Olympiad's reach and impact. These include, e.g., developing a dedicated website environment or publishing Open Access booklets with solved problems.

Maria-Eugenia Cardenal, Octavio-David Diaz-Santana, Sara-Maria Gonzalez-Betancor

Purpose: The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to: 1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; 2) test whether this relationship is equally strong for any teaching style; and 3) determine the extent to which students' perceptions vary according to their profile. Design/methodology/approach: A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs. educational) and two for the teaching styles (directive vs. participative), with information for 21126 sixth-grade primary-students in 2019 in Spain. Findings: Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly). Originality/value: The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

Wajid Syed, Osama Samarkandi, Abdulmajeed A. Alanazi et al.

Abstract Globally, the prevalence of coronary artery disease (CAD) is increasing, accounting for a third of all deaths worldwide including myocardial infarctions (MIs) which represent the most severe clinical manifestation of CAD and are among the most dangerous coronary events. Therefore, this study aims to assess the knowledge of symptoms and risk factors of MIs, as well as attitudes and beliefs regarding MIs and confidence in recognizing CAD symptoms in Riyadh, Saudi Arabia. A cross-sectional study was conducted among individuals living in Riyadh, Saudi Arabia between November 2023 and April 2024 to assess their knowledge and beliefs about CAD and MIs. Data collection was done using convenience sampling with pretested and validated questionnaire. Furthermore, recruiting more sample was achieved by distributing the questionnaires using the snowball technique. ANOVA and Student’s t-test were used to determine the association between variables, with a p-value of < 0.05 considered statistically significant. Among respondents, approximately 65.5% were male, 27.3%, fell between the ages of 26 and 30 and 59.1% held a master’s degree. In terms of marital status, the majority, 76.2%, were married. The majority (90%) stated that jaw pain was a symptom of a heart attack, followed by chest pain/pressure (85.9%), weakness/fatigue (85.8%), palpitations/rapid heart rate, and chest discomfort (83.4%). Most respondents (91.6%) were aware that smoking and obesity could increase the risk of MIs, while 85.3% believed that a family history of coronary heart disease could affect the risk of MIs. Additionally, 92.3% said they would seek medical care if they experienced chest pain within 15 min. The respondents’ gender (p = 0.001), age (p = 0.004), education (p = 0.001), and marital status (p = 0.004) were significantly associated with levels of knowledge of MI. The findings showed that half of the study population had good knowledge and were well-informed about jaw and chest pain as the main symptoms of MI. Despite understanding the clinical potential of MI, the majority expressed low confidence in their ability to identify heart attack symptoms and recommended health education about the illness to provide prompt assistance.

Wei Tan, Jionghao Lin, David Lang et al.

Dialogue Acts (DAs) can be used to explain what expert tutors do and what students know during the tutoring process. Most empirical studies adopt the random sampling method to obtain sentence samples for manual annotation of DAs, which are then used to train DA classifiers. However, these studies have paid little attention to sample informativeness, which can reflect the information quantity of the selected samples and inform the extent to which a classifier can learn patterns. Notably, the informativeness level may vary among the samples and the classifier might only need a small amount of low informative samples to learn the patterns. Random sampling may overlook sample informativeness, which consumes human labelling costs and contributes less to training the classifiers. As an alternative, researchers suggest employing statistical sampling methods of Active Learning (AL) to identify the informative samples for training the classifiers. However, the use of AL methods in educational DA classification tasks is under-explored. In this paper, we examine the informativeness of annotated sentence samples. Then, the study investigates how the AL methods can select informative samples to support DA classifiers in the AL sampling process. The results reveal that most annotated sentences present low informativeness in the training dataset and the patterns of these sentences can be easily captured by the DA classifier. We also demonstrate how AL methods can reduce the cost of manual annotation in the AL sampling process.

Iuliana Marin

The cINnAMON EUREKA Traditional project endeavours to revolutionize indoor lighting positioning and monitoring through the integration of intelligent devices and advanced sensor technologies. This article presents the prototypes developed for various project components and explores their potential application in medical education, particularly for aspiring healthcare professionals. The current variant of the intelligent bulb prototype offers a comparative analysis of the project's bulb against commercially available smart bulbs, shedding light on its superior efficiency and capabilities. Furthermore, the initial smart bracelet prototype showcases its ability to collect and analyse data from an array of built-in sensors, empowering medical students to evaluate fragility levels based on accelerometer, gyroscope, orientation, and heart rate data. Leveraging trilateration and optimization algorithms, the intelligent location module enables precise monitoring of individuals' positions within a building, enhancing medical students' understanding of patient localization in healthcare settings. In addition, the recognition of human activity module harnesses data from the bracelet's sensors to classify different activities, providing medical students with invaluable insights into patients' daily routines and mobility patterns. The user's personal profile module facilitates seamless user registration and access to the comprehensive services offered by the cINnAMON system, empowering medical students to collect patient data for analysis and aiding doctors in making informed healthcare decisions. With the telemonitoring system, medical students can remotely monitor patients by configuring sensors in their homes, thus enabling a deeper understanding of remote patient management.

Barbara Wagner

The article presents the theoretical aspects of teaching Polish history at schools from 1945 to 1994. The author emphasizes that the Poles undeniably are a nation whose identity and national character have been shaped to a great extent by tradition and history education. It has been proven that the national character is formed in the course of history and the factors contributing to it may be easily recognized. When the national character manages to specify itself it tends to stability and rejection or assimilation destructive influence. It turned out that of great importance is that the national character is never exclusively unique or uncommon; it is rather a combination of widespread features typical for many nations.  These two trends of historical influence existed side by side despite their contrary character which was especially clear within fifty years. The formation of the historical consciousness of the contemporary Poles has been proudly influenced by the image of the interwar period of 1918-1939. The author concludes that the expansion of history propaganda function did not result in a change in social awareness of history. People rejected the official history (even reliably presented facts) since they still had in mind the practice of the Stalin period and the faults of the recent history; instead, they resorted to 'private' history which was frequently based on books of the 19th-century authors.