Hasil untuk "Theory and practice of education"

Reksi Hayuningjati, Susanti Susanti

Urgensi penelitian ini adalah menyediakan media pembelajaran akuntansi keuangan berbasis aplikasi Edcounting-App dengan bantuan Construct 3 yang valid, interaktif, dan efektif untuk meningkatkan pemahaman serta keterampilan siswa dalam mempelajari akuntansi. Selama proses pembelajaran tentu membutuhkan sarana dan prasarana untuk mendukung pembelajaran yang lebih menyenangkan, misalnya penggunaan media pembelajaran. Seiring perkembangan generasi dan kemajuan teknologi, penggunaan media pembelajaran perlu disesuaikan dan dimodifikasi lagi. Penelitian ini dilakukan dengan tujuan untuk mengembangkan media pembelajaran interaktif berbantuan software construct 3 pada mata pelajaran akuntansi keuangan kelas XI, mengetahui kelayakan media yang dikembangkan, serta mengetahui respon peserta didik terhadap media pembelajaran yang dikembangkan. Penelitian ini menggunakan model pengembangan ADDIE yang terdiri dari analisis (analysis), desain (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Instrumen yang digunakan dalam penelitian ini berupa angket terbuka dan tertutup. Penelitian ini juga menggunakan beberapa teknik analisis data seperti wawancara, lembar telaah para ahli, lembar validasi para ahli, dan angket respon peserta didik. Media pembelajaran interaktif yang dikembangkan dilakukan telaah dan validasi oleh ahli materi, ahli media, serta ahli bahasa. Selanjutnya dilakukan uji coba terbatas pada 20 peserta didik kelas XI Akuntansi dan Keuangan Lembaga SMK Negeri di Surabaya. Hasil validasi ahli diperoleh kriteria sangat layak dengan rata-rata peresentase kelayakan untuk ahli materi sebesar 91,25%, peresentase kelayakan untuk ahli media 98%, serta peresentase kelayakan untuk ahli bahasa sebesar 90%. Sedangkan untuk respon peserta didik diperoleh kriteria sangat baik dengan peresentase sebesar 98%. Berdasarkan uraian tersebut, maka diperoleh hasil akhir bahwa produk media pembelajaran interaktif berupa aplikasi android berbantuan software construct 3 sangat layak untuk dijadikan media pembelajaran dalam proses pembelajaran dengan rata-rata ≥ 61%.

Atharva Dange, Ramon E. Lopez

This study applies Computational Grounded Theory (CGT) to analyze student misconceptions using interaction data from an AI-powered chatbot deployed in a university-level Modern Physics course. The chatbot - the UTA Study Buddy Bot - engaged students in peer-like problem-solving conversations throughout the semester, generating a rich dataset of over 10 million tokens. To explore patterns in student reasoning and identify recurring conceptual difficulties, we implemented a CGT pipeline that combined natural language processing, unsupervised clustering of sentence-level vector embeddings, human interpretation of emergent themes, and supervised learning to evaluate the generalizability of identified categories. Preliminary results revealed persistent misconceptions in areas such as relativistic momentum and quantum energy levels, along with distinctive trends in how students phrased their questions and expressed uncertainty. These findings underscore the potential of CGT as a scalable, theory-aligned approach for extracting insights from chatbot dialogues and guiding the development of more adaptive, AI-driven educational tools in physics instruction.

Raquel Coelho, Roy Pea, Christian Schunn et al.

As quantum information science advances and the need for pre-college engagement grows, a critical question remains: How can young learners be prepared to participate in a field so radically different from what they have encountered before? This paper argues that meeting this challenge will require strong interdisciplinary collaboration with the Learning Sciences (LS), a field dedicated to understanding how people learn and designing theory-guided environments to support learning. Drawing on lessons from previous STEM education efforts, we discuss two key contributions of the learning sciences to quantum information science (QIS) education. The first is design-based research, the signature methodology of learning sciences, which can inform the development, refinement, and scaling of effective QIS learning experiences. The second is a framework for reshaping how learners reason about, learn and participate in QIS practices through shifts in knowledge representations that provide new forms of engagement and associated learning. We call for a two-way partnership between quantum information science and the learning sciences, one that not only supports learning in quantum concepts and practices but also improves our understanding of how to teach and support learning in highly complex domains. We also consider potential questions involved in bridging these disciplinary communities and argue that the theoretical and practical benefits justify the effort.

Hung-Fu Chang, MohammadShokrolah Shirazi, Lizhou Cao et al.

Recent advances in large language models (LLMs) have introduced new paradigms in software development, including vibe coding, AI-assisted coding, and agentic coding, fundamentally reshaping how software is designed, implemented, and maintained. Prior research has primarily examined AI-based coding at the individual level or in educational settings, leaving industrial practitioners' perspectives underexplored. This paper addresses this gap by investigating how LLM coding tools are used in professional practice, the associated concerns and risks, and the resulting transformations in development workflows, with particular attention to implications for computing education. We conducted a qualitative analysis of 57 curated YouTube videos published between late 2024 and 2025, capturing reflections and experiences shared by practitioners. Following a filtering and quality assessment process, the selected sources were analyzed to compare LLM-based and traditional programming, identify emerging risks, and characterize evolving workflows. Our findings reveal definitions of AI-based coding practices, notable productivity gains, and lowered barriers to entry. Practitioners also report a shift in development bottlenecks toward code review and concerns regarding code quality, maintainability, security vulnerabilities, ethical issues, erosion of foundational problem-solving skills, and insufficient preparation of entry-level engineers. Building on these insights, we discuss implications for computer science and software engineering education and argue for curricular shifts toward problem-solving, architectural thinking, code review, and early project-based learning that integrates LLM tools. This study offers an industry-grounded perspective on AI-based coding and provides guidance for aligning educational practices with rapidly evolving professional realities.

Ahmad D. Suleiman, Yiming Tang, Daqing Hou

This research full paper investigates the factors influencing computing educators' adoption of project-based learning (PjBL) in software engineering and computing curricula. Recognized as a student-centered pedagogical approach, PjBL has the potential to enhance student motivation, engagement, critical thinking, collaboration, and problem-solving skills. Despite these benefits, faculty adoption remains inconsistent due to challenges such as insufficient institutional support, time constraints, limited training opportunities, designing or sourcing projects, and aligning them with course objectives. This research explores these barriers and investigates the strategies and resources that facilitate a successful adoption. Using a mixed-methods approach, data from 80 computing faculty were collected through an online survey comprising closed-ended questions to quantify barriers, enablers, and resource needs, along with an open-ended question to gather qualitative insights. Quantitative data were analyzed using statistical methods, while qualitative responses underwent thematic analysis. Results reveal that while PjBL is widely valued, its adoption is often selective and impacted by challenges in planning and managing the learning process, designing suitable projects, and a lack of institutional support, such as time, funding, and teaching assistants. Faculty are more likely to adopt or sustain PjBL when they have access to peer collaboration, professional development, and institutional incentives. In addition, sourcing projects from research, industry partnerships, and borrowing from peers emerged as key facilitators for new projects. These findings underscore the need for systemic support structures to empower faculty to experiment with and scale PjBL practices.

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.

Adriana Aparecida de Lima Terçariol, Patricia Aparecida Bioto, Daniela Melaré Vieira Barros et al.

A edição especial n.º 50 da Revista Dialogia tem como foco temático EDUCAÇÃO STEAM: FORMAÇÃO, PERCEPÇÕES E PRÁTICAS SOB OLHARES DE BRASIL E PORTUGAL, e reúne artigos resultantes de pesquisas e experiências realizadas sob a abordagem STEAM, que integra as áreas de Ciências, Tecnologia, Engenharia, Artes e Matemática. Essa abordagem tem se tornado cada vez mais relevante no contexto educacional contemporâneo, especialmente na Educação Básica, estendendo-se também ao Ensino Superior, uma vez que busca desenvolver nos estudantes não apenas habilidades, mas também competências criativas e críticas, essenciais para enfrentar os desafios do século XXI. Ao integrar essas áreas do conhecimento, a educação STEAM promove uma aprendizagem mais holística, conectando o conhecimento teórico e prático de forma interdisciplinar. Nesse sentido, cada uma das áreas que compõem o STEAM oferece contribuições valiosas para a formação dos estudantes. A Ciência estimula o pensamento lógico e a curiosidade ao buscar explicações e compreender o mundo natural. A Tecnologia prepara os estudantes para lidar com as ferramentas e inovações que dominam a sociedade atual, além de promover o desenvolvimento de habilidades de resolução de problemas e inovação. A Engenharia oferece uma abordagem prática para solucionar questões complexas, incentivando os estudantes a aplicar o conhecimento científico na criação de soluções viáveis. A Matemática, por sua vez, proporciona uma base sólida para a análise e interpretação de dados, sendo fundamental para a tomada de decisões informadas em diversas áreas. Por fim, as Artes desempenham um papel crucial ao incentivar a criatividade, a expressão pessoal e a capacidade de pensar fora da caixa. Além disso, ao incluir as Artes no currículo, a educação STEAM contribui para a formação de cidadãos mais empáticos, éticos e conscientes, capazes de usar sua criatividade para melhorar o mundo ao seu redor. Ao integrar essas áreas, a educação STEAM promove uma aprendizagem mais global, estimulando os estudantes a desenvolver habilidades cognitivas, socioemocionais e atitudes essenciais para o sucesso acadêmico e profissional, equipando-os para lidar com as rápidas mudanças tecnológicas e sociais. Em um mundo onde a inovação é constante e as profissões estão em transformação, os estudantes precisam estar preparados para se adaptar e colaborar de forma multidisciplinar. O modelo STEAM fomenta a interdisciplinaridade, incentivando a resolução de problemas complexos por meio de abordagens criativas e colaborativas. Vale ainda destacar que a educação STEAM é fundamental para promover a inclusão e a equidade no ensino, permitindo que todos os estudantes, independentemente de sua origem ou condições sociais, tenham acesso a um currículo que favoreça o desenvolvimento de habilidades essenciais para a vida moderna, como o pensamento crítico. Quando desafiados a trabalhar em projetos que envolvem múltiplas disciplinas, os estudantes precisam analisar problemas sob diversas perspectivas, pensar de forma independente e tomar decisões baseadas em evidências e dados, fortalecendo, assim, sua capacidade de resolução de problemas — uma habilidade crucial não apenas para a vida acadêmica, mas também para a carreira profissional e o cotidiano. A transição de um modelo tradicional para uma abordagem STEAM, no entanto, enfrenta desafios significativos. Muitos professores ainda estão inseridos em sistemas educacionais que priorizam a especialização disciplinar e os métodos de ensino convencionais. Essa mudança exige um esforço coletivo para a reformulação do currículo, das práticas pedagógicas e da formação docente. É necessário que as políticas educacionais incentivem a integração entre as áreas do conhecimento e ofereçam apoio concreto para que os professores desenvolvam as competências necessárias à abordagem STEAM. Isso pode ser realizado por meio de programas de capacitação, oficinas, workshops e espaços de troca de experiências entre educadores de diferentes áreas. Diante desse cenário, o número especial da Dialogia foi idealizado a partir do evento TRILHAS FORMATIVAS: A FORMAÇÃO DE PROFESSORES EM TEMPOS DE EDUCAÇÃO STEAM[1], realizado em 10 de abril de 2024, fruto da parceria entre o GRUPETEC (Grupo de Pesquisa em Educação, Tecnologias e Cultura Digital), vinculado ao CNPq e à Universidade Nove de Julho (São Paulo/Brasil), e a Universidade Aberta de Portugal (UAb-PT) — Unidade de Missão dos Centros Locais de Aprendizagem de Coruche e de Montijo. Esse evento contou com participantes de Portugal, Angola, Moçambique e Brasil. Como palestrantes, houve a colaboração de três pesquisadoras da UAb-PT e de cinco pesquisadores brasileiros, cujas apresentações abordaram temáticas relacionadas à Educação STEAM e alguns de seus desdobramentos, como: Universidade, Escola e Pesquisa; Internacionalização Pedagógica; Educação STEAM: Princípios e Práticas; Panorama sobre a Formação de Professores em Tempos de Educação STEAM no Brasil; Formação de Professores e os Projetos STEAM com uso de Tecnologias em Portugal; Robótica Educacional; Pensamento Computacional e Inovação; Criatividade e Empreendedorismo na Formação Acadêmica com ABP e STEAM. Essas temáticas permitiram uma discussão sobre as potencialidades da educação STEAM e sobre como trilhas formativas podem ser estruturadas para preparar os professores para esse contexto, promovendo uma prática educativa mais conectada e inovadora. Após o evento, os palestrantes foram convidados a contribuir para a construção desta edição especial n.º 50 da Dialogia. Como resultado desse convite, obtivemos os seguintes artigos:   Trilhas formativas: mobilizando conhecimentos e interações docentes além Brasil/Portugal, de Adriana Aparecida de Lima Terçariol, Fernanda Pereira da Silva, João Barnabé e Lara Caeiro; Educação STEAM: conceito, breve histórico, diretrizes e prática, de Stephani Vilela Ferreira Custodio e Thais de Almeida Rosa; ePortfólios como recursos de carreira – programa online com estudantes do ensino superior, de Susana Henriques, Maria de Fátima Goulão e Daniela Barros; · Robótica educacional, avanços e desafios para o ensino médio integrado ao técnico, de Romeu Afecto, Andressa Algayer da Silva Moretti e Lucimara de Sousa Teixeira; ·   Educação STEAM e a formação inicial de Professores: perspectivas e desafios para escolas brasileiras, de Ronaldo Lasakoswitsck; ·  Criatividade, inovação e empreendedorismo na formação acadêmica com aprendizagem baseada em projetos integrada ao STEAM, de Lilian Amatucci Gazoti e Dalva Célia Henriques Rocha Guazzelli.   Os demais textos, relacionados abaixo, foram elaborados por convidados externos, devido aos seus temas de estudo estarem alinhados à temática geral proposta para o evento e para esta edição especial.   O radioamadorismo como ferramenta inovadora na Educação STEM: uma revisão bibliográfica, de Moisés Figueiredo da Silva, Luciano Henrique Trindade e Antonio Pires Barbosa; Uma nova abordagem usando simulação de modelos físicos com realidade aumentada para o ensino em engenharia elétrica: um estudo de caso usando eletromagnetismo, de Natan Menegasse e Cleber Dias; Contribuição de oficinas sobre metodologias ativas para o desenvolvimento profissional de professores em uma rede municipal catarinense, de Valdir Lamim-Guedes; Os impactos do CO2 em plantas: cultivando a consciência ambiental em estudantes por meio de uma atividade investigativa, de Daniel Bastos Souza Filho e Fabrício Bonfim Sudério; A cultura e metodologia maker na formação de professores: uma proposta criativa, interdisciplinar, inovadora, sustentável e inclusiva, de Katia Valeria Pereira Gonzaga, Vania Gabriela Dias Graça e Paula Quadros-Flores.   É com imensa alegria que apresentamos a vocês, queridos leitores, a edição mais recente da Revista Dialogia. Nosso desejo é que esta publicação contribua para o avanço da inovação e do conhecimento em Educação, fortalecendo as redes de formação e expandindo as oportunidades de internacionalização entre pesquisadores, educadores e todos os interessados nos temas aqui tratados. Por fim, agradecemos ao interesse e à contribuição de cada autor (a)! Acreditamos que os artigos compartilhados poderão inspirar novas pesquisas e experiências articuladas à Educação STEAM em territórios luso-brasileiros.   Excelente leitura!   [1] Esse evento constitui-se como uma das ações previstas para oportunizar a formação continuada de professores nos seguintes projetos de pesquisa: (1) “A Robótica Criativa e Sustentável no Desenvolvimento de uma Educação Profissional e Tecnológica Integrada ao Ensino Médio: Potencializando Projetos em uma Abordagem STEAM”, em desenvolvimento desde fevereiro de 2023, com o apoio da Chamada do Programa de Pesquisa em Educação Básica – PROEDUCA – FAPESP/SEDUC e Universidade Nove de Julho (UNINOVE/SP/BRASIL); (2) "Educação STEAM: Uma Construção Colaborativa com a Robótica Educacional Sustentável", em curso desde março de 2023, com apoio do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), conforme a Chamada CNPq Nº 09/2022 - Produtividade em Pesquisa, em parceria com a Universidade Nove de Julho (Uninove/SP/BRASIL).

Arianna Burzacchi, Lidia Rossi, Tommaso Agasisti et al.

Despite its crucial role in students' daily lives, commuting time remains an underexplored dimension in higher education research. To address this gap, this study focuses on challenges that students face in urban environments and investigates the impact of commuting time on the academic performance of first-year bachelor students of Politecnico di Milano, Italy. This research employs an innovative two-step methodology. In the initial phase, machine learning algorithms trained on privacy-preserving GPS data from anonymous users are used to construct accessibility maps to the university and to obtain an estimate of students' commuting times. In the subsequent phase, authors utilize polynomial linear mixed-effects models and investigate the factors influencing students' academic performance, with a particular emphasis on commuting time. Notably, this investigation incorporates a causal framework, which enables the establishment of causal relationships between commuting time and academic outcomes. The findings underscore the significant impact of travel time on students' performance and may support policies and implications aiming at improving students' educational experience in metropolitan areas. The study's innovation lies both in its exploration of a relatively uncharted factor and the novel methodologies applied in both phases.

Umut Cihan, Vahid Haratian, Arda İçöz et al.

Code review is a widespread practice to improve software quality and transfer knowledge. It is often seen as time-consuming due to the need for manual effort and potential delays. Several AI-assisted tools, such as Qodo, GitHub Copilot, and Coderabbit, provide automated reviews using large language models (LLMs). The effects of such tools in the industry are yet to be examined. This study examines the impact of LLM-based automated code review tools in an industrial setting. The study was conducted within a software development environment that adopted an AI-assisted review tool (based on open-source Qodo PR Agent). Around 238 practitioners across ten projects had access to the tool. We focused on three projects with 4,335 pull requests, 1,568 of which underwent automated reviews. Data collection comprised three sources: (1) a quantitative analysis of pull request data, including comment labels indicating whether developers acted on the automated comments, (2) surveys sent to developers regarding their experience with reviews on individual pull requests, and (3) a broader survey of 22 practitioners capturing their general opinions on automated reviews. 73.8% of automated comments were resolved. However, the average pull request closure duration increased from five hours 52 minutes to eight hours 20 minutes, with varying trends across projects. Most practitioners reported a minor improvement in code quality due to automated reviews. The LLM-based tool proved useful in software development, enhancing bug detection, increasing awareness of code quality, and promoting best practices. However, it also led to longer pull request closure times and introduced drawbacks like faulty reviews, unnecessary corrections, and irrelevant comments.

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.

Edgar Catarino Guerra Casillas, Carlos Javier Del Cid García, Briza Sinaí Ramírez González

El presente artículo tiene como objetivo analizar las competencias para la toma de decisiones vocacionales de los estudiantes de una institución de educación media superior. La investigación es de orden cuantitativo, con un enfoque descriptivo, de carácter transversal. La muestra se constituyó por 292 estudiantes (de 2º, 4º y 6º semestres) de un Centro de Estudios Tecnológicos Industrial y de Servicios ubicada en el noroeste de México. Los resultados exponen que en la formación académica de los estudiantes existen deficiencias que constituyen factores negativos que inciden de forma significativa en las decisiones sobre su futuro académico y profesional después de terminar el bachillerato; no obstante, se identificaron diferencias en las necesidades formativas y perspectivas entre las características de los participantes y el grado que cursan.

Dina Zohrabi Alaee, Keegan Shea Tonry, Benjamin M. Zwickl

As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference solidifies during their undergraduate experiences. To get a better understanding, we interviewed eighteen physics majors who were at different stages of their degree regarding their interest in theory, computation, and experimental methods. Out of the eighteen students, we chose to analyze only nine students who rated computation and theory the lowest. Our analysis did not include interest in experiment because the ratings were less negative. We used Social Cognitive Career Theory (SCCT) and Lucidchart to analyze students' responses and create individual graphical representations of the influences for each student. Through this, we uncovered how various factors such as learning experiences, self-efficacy, and outcome expectations influenced their low interest in a particular method. We found that lack of knowledge and experience is often the main reason why self-efficacy was lower. Students' lack of interest is also influenced by negative outcome expectations (e.g, math-intensive and a bad work-life balance) more than other SCCT factors. Our findings could help physics departments and educators identify positive and negative factors that could lead to a more motivating and inclusive physics curriculum.

Alessandro Ercoli, Vittorio Lubicz

We present an educational proposal which aims to illustrate the elegant, refined and coherent physics contained in Thermodynamics, through a path which assigns to the microscopic description of the physical systems a constantly privileged role. This approach allows to reach a simple and, at the same time, deep understanding of the laws of Thermodynamics, while still emphasizing their great generality, which permits their application to all macroscopic systems, from simple gases to black holes, arriving to characterize the evolution of the entire Universe.

Sibrand J. de Jong, Sudhir Malik, Randal Ruchti

An essential companion to the development and advancement of the field of Particle Physics is a strong program in physics education at all levels, that can attract entry level students across the full demographic spectrum and provide them with the education, training and skills needed to advance to successful careers in Science, Technology, Engineering and Mathematics (STEM) and other fields. This report summarizes the work of several investigative teams that have reviewed and assessed current opportunities in physics education across K-12, undergraduate, graduate and postdoctoral domains, including national and international linkages. From these assessments, recommendations have been put forward aimed to innovate educationally in strategic ways to strengthen ties between the research community and teachers, between the academic community and the private sector, and through both domestic and international connections.

Dou Du, Taylor J. Baird, Sara Bonella et al.

In this paper we present the Open Software Services for Classrooms and Research (OSSCAR) platform. OSSCAR provides an open collaborative environment to develop, deploy and access educational resources in the form of web applications. To minimize efforts in the creation and use of new educational material, it combines software tools that have emerged as standards with custom domain-specific ones. The technical solutions adopted to create and distribute content are described and motivated on the basis of reliability, sustainability, ease of uptake and use. Examples from courses in the domains of physics, chemistry, and materials science are shown to demonstrate the style and level of interactivity of typical applications. The tools presented are easy to use, and create a uniform and open environment exploitable by a large community of teachers, students, and researchers with the goal of facilitating learning and avoiding, when possible, duplication of efforts in creating teaching material. Contributions to expand the educational content of the OSSCAR project are welcome.

Diego Navarro, Matheus Ianello, Felipe Muneratto et al.

Partindo da perspectiva das sociologias da educação e da ciência, o presente artigo tem como objetivos: analisar o desempenho de estudantes em ciências da natureza comparativamente a outras áreas do conhecimento do Exame Nacional do Ensino Médio; analisar o desempenho dos candidatos de instituições públicas e privadas; apresentar considerações preliminares que indicam como a presença de laboratórios científicos nas escolas podem dar indícios de melhoria no desempenho. Avança-se o debate mobilizando o conceito de desigualdade científico-tecnológica e boa vontade cultural, para propor uma interpretação dos dados que permita a comparação entre desempenho de alunos nessas diferentes redes de ensino no que se refere ao conhecimento das ciências da natureza. A seleção dos dados reporta-se aos microdados do Exame Nacional do Ensino Médio (ENEM) — edição 2017 — em que foram investigados os estudantes matriculados no terceiro ano do ensino médio, que acertam na faixa de 600 a 1000 pontos em ciências da natureza, de modo a comparar esses resultados com as outras áreas do saber. Os dados mostram que alunos das escolas públicas estaduais possuem um desempenho entre áreas proporcionalmente mais significativo nas ditas de exatas (e em redação) do que alunos das escolas privadas. Ainda, é encontrada nessa faixa de desempenho uma baixa representatividade dos alunos das escolas públicas em oposição à rede privada, que pode ser interpretada como uma característica marcadamente da desigualdade social e educacional no país.

Isabel Fernández González, Dayana Velázquez Pupo

El presente trabajo es la fusión de una práctica que data del siglo XIX y el uso del audiovisual como herramienta didáctica para el mejor entendimiento de la confección de un terrario, por profesores de Biología y estudiantes de 8vo grado. Se ofrecen los pasos para realizar un video tutorial que guíe tanto a los docentes como a estudiantes de 8vo grado en la realización de un terrario. Los mismos son: 1. Selección de los materiales para su fabricación. Sus dimensiones, 2. Ensamblaje, 3. Acondicionamiento y 4 Introducción de animales y mantenimiento del terrario. Resulta un material didáctico novedoso, de fácil acceso y presto al perfeccionamiento.

Yun You

Purpose: This article aims to provide an alternative understanding of learning experience in contrast to the dominant constructivist interpretation, and discuss its implication for pedagogy. Design/Approach/Methods: The aim is specifically achieved in the comparison between a review of how experience is understood in constructivism and its philosophical underpinnings and an exploration of how it can be understood alternatively inspired by Confucius’ educational thought and premised on his ontology. Drawing on this philosophical discussion, learning experience is reinterpreted. Findings: Beyond rationally translating experience into knowledge or gaining knowledge on the basis of experience, learning leads students to immediately and consistently experience dao in which tian and ren harmoniously unit. This experience renders aesthetics and religiousness in learning and moral transformation in life events. Originality/Value: By illustrating this ontological alternative of learning experience, this article is an attempt to fundamentally decolonize thinking about pedagogy.

Alexey Mikhailov, Mariia Burlakova

The authors describe the issues a Russian provincial university has attempted to adjust during the Covid-19 pandemic, and the significant challenges as well as the opportunities that faculty members and students continue to encounter during these times of uncertainty.

Michael F. J. Fox, Benjamin M. Zwickl, H. J. Lewandowski

Quantum sensing, quantum networking and communication, and quantum computing have attracted significant attention recently, as these quantum technologies offer significant advantages over existing technologies. In order to accelerate the commercialization of these quantum technologies the workforce must be equipped with the necessary skills. Through a qualitative study of the quantum industry, in a series of interviews with 21 U.S. companies carried out in Fall 2019, we describe the types of activities being carried out in the quantum industry, profile the types of jobs that exist, and describe the skills valued across the quantum industry, as well as in each type of job. The current routes into the quantum industry are detailed, providing a picture of the current role of higher education in training the quantum workforce. Finally, we present the training and hiring challenges the quantum industry is facing and how higher education may optimize the important role it is currently playing.