Hasil untuk "Theory and practice of education"

Triyuslia Hayati, Annisa Nadya Salsa Amara, Ghustyan Ghema Ramadhan et al.

Reading interest and reading culture are fundamental foundations for strengthening literacy from an early age in elementary school. However, students’ reading habits remain low due to learning methods that are less engaging and fail to actively involve them in the process. This study aims to examine the effectiveness of the retelling strategy in teaching fable texts as an effort to develop the reading culture of elementary school students. The study employed a quantitative approach with a quasi-experimental design involving fourth-grade students. Research instruments included pre-test and post-test assessments, a reading culture questionnaire, and observation sheets documenting students’ activities during the learning process. The findings revealed an improvement in students’ reading skills and comprehension of fable texts after the implementation of the retelling strategy. The activity of retelling not only reinforced students’ understanding of the moral messages and meanings within fables but also fostered emotional engagement, enriched imagination, and cultivated sustainable reading habits. Furthermore, this activity helped students enhance their critical thinking skills, organize ideas coherently, and build confidence in expressing their understanding of the text. This approach also has the potential to serve as an alternative language learning method that is more communicative and centered on meaningful learning experiences. In conclusion, the retelling strategy can be effectively applied as a contextual, enjoyable, and engaging learning approach to enhance students’ reading interest and reading culture in elementary schools.

Jinsong Zou, Songyu Jiang

Blended-learning courses in Chinese higher education often suffer from student classroom-avoidance behaviours and weak self-regulation. To address this problem, the present study integrates the Technology Acceptance Model (TAM), the Community of Inquiry (CoI) framework, and Self-Regulated Learning (SRL) theory into a single structural model that explains how technology acceptance and teaching practice shape learning engagement. Beyond theory testing, the study also aims to curb avoidance behaviours by creating a closed-loop mechanism that links formative-assessment reform, the cultivation of integrated regulation competences, and subsequent behavioural transformation.Survey data from 714 undergraduates across 25 Chongqing institutions were analysed with structural equation modelling. Perceived ease of use (PEU) showed a strong, significant relation with teaching presence (TP) (β = 0.466), whereas perceived usefulness (PU) did not. TP, operationalised via assessment for/as/of learning practices, directly enhanced learning presence (LP) (β = 0.333) and boosted blended-learning motivation (BLM) (β = 0.466). BLM exerted the largest direct effect on LP (β = 0.414) and fully mediated the PEU → LP and TP → LP pathways. These findings confirm motivation as the pivotal conduit through which user-friendly technology and formative teaching presence foster deeper learning engagement and reduce avoidance behaviours.By validating a unified TAM–CoI–SRL model on a large, socio-economically diverse sample, the study advances blended-learning theory and offers practitioners evidence that enhancing usability and assessment-driven teaching presence is essential for improving learning presence and mitigating disengagement in digitally mediated classrooms.

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.

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).

Dennis Müller, Maurice Chiodo

This paper identifies several different interconnected challenges preventing the move towards more ethical and sustainable mathematics education: the entrenched belief in mathematical neutrality, the difficulty of simultaneously reforming mathematics and its pedagogy, the gap between academic theory and classroom practice, and the need for epistemic decolonisation. In this context, we look at both bottom-up and top-down approaches, and argue that globalised frameworks such as the United Nations' Sustainable Development Goals are insufficient for this transformation, and that ethical and sustainable forms of mathematics ought not to be built using these as their (philosophical) foundation. These frameworks are often rooted in a Western-centric development paradigm that can perpetuate colonial hierarchies and fails to resolve inherent conflicts between economic growth and ecological integrity. As an alternative, this paper advocates for embracing localised, culturally-situated mathematical practices. Using the Ethics in Mathematics Project as a case study within a Western, Global North institution, this paper illustrates a critical-pragmatic, multi-level strategy for fostering ethical consciousness within a specific research community, and shows how this may be achieved in otherwise adversarial circumstances.

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.

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.

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.

Carlos González

En marzo de 2020 se decreta el confinamiento con el cierre de todos los centros educativos españoles. Esta situación provoca que los centros tengan que idear metodologías para implantar el aprendizaje a distancia. El presente artículo se centra en la Etapa de Bachillerato de un centro de Baleares, que cuenta con 300 alumnos/as  y 20 profesores/as. En este artículo se muestran los resultados de un estudio realizado, que se centra en identificar y realizar un análisis mixto, a través de la metodología de estudio de caso de tipo intrínseco, los elementos de la autorregulación del aprendizaje favorecidos por el entorno enriquecido por tecnología implementado durante el confinamiento, debido a la COVID. Los resultados y la discusión de los mismos permiten establecer los elementos, herramientas y metodologías del entorno diseñado que han influido sobre la autorregulación del aprendizaje del alumnado: el papel del docente, la actitud del alumnado y sus expectativas de autoeficacia, la planificación estratégica y las herramientas que permiten la interacción social y la reflexión en común. Estos mismos resultados, han servido para establecer las pautas de una metodología que permita favorecer dichos aspectos una vez finalizado el confinamiento.

Nallely Garza-Rodríguez

Choosing a major is one of the most important decisions in one’s life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.

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.

Dennis Bonatsos, K. E. Karakatsanis, Andriana Martinou et al.

Shape coexistence in even-even nuclei is observed when the ground state band of a nucleus is accompanied by another K=0 band at similar energy but with radically different structure. We attempt to predict regions of shape coexistence throughout the nuclear chart using the parameter-free proxy-SU(3) symmetry and standard covariant density functional theory. Within the proxy-SU(3) symmetry the interplay of shell model magic numbers, formed by the spin-orbit interaction, and the 3-dimensional isotropic harmonic oscillator magic numbers, leads to the prediction of specific horizontal and vertical stripes on the nuclear chart in which shape coexistence should be possible. Within covariant density functional theory, specific islands on the nuclear chart are found, in which particle-hole excitations leading to shape coexistence are observed. The role played by particle-hole excitations across magic numbers as well as the collapse of magic numbers as deformation sets in is clarified.

Laurence Arcadias, Robin H. D. Corbet

The authors investigate how teaching art and astronomy together has the potential to inspire new art forms, enhance scientific public outreach, and promote art and science education. The authors teach an astro-animation class at the Maryland Institute College of Art in partnership with NASA scientists. The animations explore science in creative ways. Astrophysicists, educators, students, and the general public were surveyed to evaluate the experiences, and benefits from this project. The responses were very positive - the program is an effective way to stimulate art students to learn science, share an artist's viewpoint beyond the classroom, and engage with the public.

Adelina Calvo Salvador, Ignacio Haya Salmón, Carlos Rodríguez-Hoyos

Se presentan los resultados parciales de un proyecto de investigación desarrollado durante dos cursos académicos (2015-16 y 2016-17) en las Facultades de Educación y Formación del Profesorado de las Universidades de XX y XX. El objetivo era mejorar la docencia en la universidad en varias asignaturas de diferentes planes de estudio del campo de la educación, a partir del análisis de las prácticas de aula. Para ello, se adoptó una metodología de investigación inspirada en el modelo Lesson Study. Los resultados muestran que los estudiantes aprenden ejercitando competencias que hoy se consideran clave para los docentes. Las conclusiones constatan las potencialidades de este modelo para la mejora de la docencia en la educación superior, subrayando la necesidad de que los estudiantes tengan un papel más activo en todo el proceso.

Enrique De La Hoz, Rohemi Zuluaga, Adel Mendoza

This research uses a three-phase method to evaluate and forecast the academic efficiency of engineering programs. In the first phase, university profiles are created through cluster analysis. In the second phase, the academic efficiency of these profiles is evaluated through Data Envelopment Analysis. Finally, a machine learning model is trained and validated to forecast the categories of academic efficiency. The study population corresponds to 256 university engineering programs in Colombia and the data correspond to the national examination of the quality of education in Colombia in 2018. In the results, two university profiles were identified with efficiency levels of 92.3% and 97.3%, respectively. The Random Forest model presents an Area under ROC value of 95.8% in the prediction of the efficiency profiles. The proposed structure evaluates and predicts university programs’ academic efficiency, evaluating the efficiency between institutions with similar characteristics, avoiding a negative bias toward those institutions that host students with low educational levels.

Ricardo L. Gómez, Ana María Suárez

Evidence has been accumulating on the positive impact of serious games on students’ learning and achievement. There is, however, a bewildering proliferation of methodological and design approaches with no clear rationale with which to assess the pedagogical and technical considerations involved. This presents a challenge for educational stakeholders and game developers seeking to identify innovative tools that can help improve the educational outcomes of college students. A systematic scoping review of the literature will be undertaken to map and evaluate both published and gray studies on the pedagogical and practical considerations involved in the design and use of serious games in higher education. It will also collect evidence on the extent to which serious games can enhance teaching and learning.

Masyithoh Masyithoh, Abas Mansur Tamam, Wido Supraha

Remaja saat ini tengah mengalami pola hidup yang permissive (serba boleh), maka derdampak pada kebebasan remaja dalam memilih pergaulan. Banyak sisi negatif dari hal ini, yaitu ikhtilat, premanisme, narkoba, westernisasi. Sehingga sekarang ini  banyak berlangsung kejadian-kejadian tindak kenakalan remaja. Bermacam-macam perbuatan negatif  yang menyimpang dilakukan oleh remaja dan mereka mengira hal  yang dilakukan adalah hal yang wajar dan  biasa-biasa saja, bahkan ada yang menganggapnya sebagai sesuatu kebanggaan. Padahal, masyarakat beranggapan perilaku tersebut sebagai suatu sikap yang amat memprihatinkan bagi kalangan remaja di Indonesia. Fokus masalah dalam penelitian ini adalah pengembangan program dakwah rohani Islam tingkat SMA/Sederajat. Pengembangan program ini difokuskan pada pemikiran Syed Muhammad Naquib al-Attas tentang dakwah pada remaja. dan program kegiatan rohis (Sun Three) di MAN 2 Kota Bogor. Penelitian ini merupakan penelitian kualitatif. Metode yang digunakan dalam penelitian ini adalah metode kepustakaan (libraby reseach) serta dipadukan dengan penelitian lapangan (field research). Hasil dari penelitian ini adalah pengembangan program dakwah rohani Islam yang dapat menjadi acuan di setiap SMA/Sederajat dalam melaksanakan kegiatan rohani Islam. Program-program ini terukur atas kecemasan Syed Muhammad Naquib al-Attas mengenai berkurangnya adab pada remaja, westernisasi, hingga krisis identitas. Sehingga peneliti menjadikan MAN 2 Bogor sebagai standar tersusunnya pengembangan program ini.

Enrique Sologuren Insúa

Para conformar universidades lectoras y escritoras resulta vital comprender el contexto disciplinario y complejizar el análisis textual mediante una caracterización etnográfica, para así abordar nuestro “textually-mediated social world” (Barton, 2001); mundo en el que las prácticas de literacidad constituyen el centro de esta etnografía fina propuesta por Swales en esta obra. Esta obra ofrece una metodología para configurar una visión interna de los mundos en los que se escriben los textos, por qué se escriben así y qué valores subyacen.