Hasil untuk "History of education"

A. Mills, Gabrielle Durepos, Elden Wiebe et al.

B. Simkhada, E. V. Teijlingen, M. Porter et al.

Sandra L. Dika, Kusum Singh

A. Smedley, Brian D. Smedley

F. Rudolph

N. Ruiz

Ira Katznelson

R. Bullough, Stefinee Pinnegar

Henry A. Giroux

A. Krapp, Manfred Prenzel

Yu Xie, Jing-Jing Hu

I. Sahin

Matthew C. Makel, J. Plucker

J. Loughran

J. Huizenga, W. Admiraal, Sanne F. Akkerman et al.

Andreas Nygaard, Steen Hannestad, Thomas Tram

Understanding how cosmological parameters influence the cosmic microwave background (CMB) power spectra is a central component of modern cosmology education, but interactive exploration is often limited by computational cost or technical complexity. We present CosmoSlider, a lightweight visualization tool that enables real-time exploration of CMB power spectra as multiple cosmological parameters are varied simultaneously. The tool employs a neural-network emulator implemented using TensorFlow Lite, allowing rapid evaluation of spectra without relying on large grids of precomputed models or on-demand execution of Einstein--Boltzmann solvers. CosmoSlider is available both as an iOS application and as a web-based tool, making it accessible across platforms and suitable for use in classrooms, lectures, and self-guided study. By providing immediate visual feedback, CosmoSlider supports the development of intuition for the physical processes underlying CMB anisotropies and serves as a complementary resource to traditional theoretical instruction.

Alexia De Costa

This study investigates the educational potential of Flappy, a low-cost, bioinspired robotic blimp platform modeled after the motion of manta rays, as a hands-on STEM learning tool for middle school students. Building on prior research emphasizing the role of social and bioinspired robotics in education, a one-day workshop was developed to introduce ten students to fundamental concepts in physics, engineering, and computer science. Participants constructed and programmed their own robotic blimps while engaging with a custom curriculum that incorporated visuals and collaborative activities. Quantitative analysis using pre- and post-assessments revealed significant learning gains, supported by a Wilcoxon Signed-Rank Test (p = 0.00195). Qualitative observations showed high levels of engagement, teamwork, and increased confidence with technical vocabulary and tools. The results suggest that affordable, bioinspired robotics platforms like Flappy can effectively enhance STEM comprehension and enthusiasm among younger learners, particularly when paired with structured, interactive instruction.

Kaitlin Gili, Kyle Heuton, Astha Shah et al.

Advances in machine learning (ML) offer new possibilities for science education research. We report on early progress in the design of an ML-based tool to analyze students' mechanistic sensemaking, working from a coding scheme that is aligned with previous work in physics education research (PER) and amenable to recently developed ML classification strategies using language encoders. We describe pilot tests of the tool, in three versions with different language encoders, to analyze sensemaking evident in college students' written responses to brief conceptual questions. The results show, first, that the tool's measurements of sensemaking can achieve useful agreement with a human coder, and, second, that encoder design choices entail a tradeoff between accuracy and computational expense. We discuss the promise and limitations of this approach, providing examples as to how this measurement scheme may serve PER in the future. We conclude with reflections on the use of ML to support PER research, with cautious optimism for strategies of co-design between PER and ML.

IPPOG Collaboration

We present the International Particle Physics Outreach Group (IPPOG), a global network dedi- cated to connecting students, educators, and the general public with the world of particle physics. In this paper, we outline the need to bridge the existing gap between the particle physics community and the wider audience, and we present the solutions that IPPOG has implemented to overcome it through three pillar Activities: the International Masterclasses and the Global Cosmics hands-on activities network, which have engaged together over 200 000 high-school students to date, and the curation of an Outreach Resource Database and web portal.

Daria Fedyaeva, Georgy Lukyanov, Hannah Tollié

We study education as a remedy for misspecified beliefs in a canonical sequential social-learning model. Uneducated agents misinterpret action histories - treating actions as if they were independent signals and, potentially, overstating signal precision - while educated agents use the correct likelihoods (and may also enjoy higher private precision). We define a misspecified-belief PBE and show existence with a simple structure: education is a cutoff in the realized cost and actions are threshold rules in a single log-likelihood index. A closed-form value-of-education statistic compares the accuracy of the educated versus uneducated decision at any history; this yields transparent conditions for self-education. When a misspecified process sustains an incorrect cascade, uniformly positive private value and a positive flip probability imply that education breaks the cascade almost surely in finite time, with an explicit bound on expected break time. We quantify welfare gains from making education available and show how small per-education subsidies sharply raise de-cascading probabilities and improve discounted welfare. Extensions cover imperfect observability of education choices and a planner who deploys history-dependent subsidies.