Hasil untuk "Theory and practice of education"

Cheng-Ching Liu, Angela Chia-Chen Chen, Jiying Ling et al.

Nearly 85% of people will contract human papillomavirus (HPV) at some point in their lives. When given at the recommended ages, the HPV vaccine can prevent over 90% of HPV-related cancers. However, vaccination rates among young adults, including college students, remain low. Moreover, millions of international students enrolled in U.S. tertiary institutions may not have had access to preventive vaccines, including the HPV vaccine, in their countries of origin. This cross-sectional study conducted in October 2021, guided by the Theory of Planned Behavior (TPB), examined how attitudes, perceived behavioral control (PBC), and subjective norms relate to college students’ intentions to receive the HPV vaccine. Conducted at a U.S. university, the study recruited 199 unvaccinated students through the university registrar’s office and Amazon Mechanical Turk. Data were collected during the study period using an anonymous Qualtrics survey and analyzed using descriptive statistics, t-tests, and generalized linear models. We aimed to examine the influence of independent variables including attitude, subjective norms, and PBC, on the dependent variable, intention to receive the HPV vaccine. Of the 419 students who completed the survey, 199 (61 domestic and 138 international) who had not received the HPV vaccine were included in the study. The mean age of these participants was 21.27 y (SD = 3.29), with 135 males and 64 females. For both international and domestic students, attitudes toward HPV vaccination and subjective norms were significantly associated with higher vaccination intentions (international: attitude B = 0.11, p = .004; norms B = 0.38, p < .001; domestic: attitude B = 0.09, p = .027; norms B = 0.40, p < .001) in regression analyses. No significant differences were observed between the two groups in attitudes, perceived behavioral control, subjective norms, or vaccination intentions. These findings provide partial support for the TPB in explaining HPV vaccination intentions among college students. Public health initiatives and university-based programs may benefit from applying this framework by fostering positive attitudes and reinforcing supportive social norms. For routine practice, healthcare providers and campus health centers should integrate targeted education and outreach to improve vaccine uptake, particularly among international students. Future research should evaluate the effectiveness of TPB-based interventions in increasing actual vaccination rates and explore additional factors influencing vaccine intentions across diverse student populations.

Tobias Geger, Andreas Rausch, Ina Schiering et al.

Agile software development evolves so rapidly that research struggles to remain timely and transferable - an issue heightened by the swift adoption of generative AI and agentic tools. Earlier discussions highlight theory and time gaps, leading to results that often lack clear reuse conditions or arrive too late for practical decisions. This paper introduces a project-based, AI-integrated agile education platform as a collaborative research environment, positioned between controlled studies and real-world industry. The platform enables rapid inquiry through sprint rhythms, quality gates, and genuine stakeholder involvement. We present a framework specifying iteration structures, recurring events, and quality gates for AI-assisted engineering artifacts. Early results from several semesters - covering project pipeline, cohort growth, and stakeholder participation - show the platform's potential to generate practice-relevant evidence efficiently and with reusable context. Finally, we outline future steps to enhance governance and evidence capture.

Daniel Alejandro Valderrama, Marlon Damián Garzón Velasco, Lina Paola Alfonso Chaparro

Environmental Education (EE) is vital for shaping citizens who understand and value sustainability as an epistemological and practical alternative to mitigate current environmental issues. This research was prompted by the exploration of the relationship between EE and the physical sciences, connections that are often overlooked in curriculums and in the teaching processes of both this science and EE. It is essential to emphasize that physics provides conceptual frameworks and methodological tools that can enhance the understanding of environmental phenomena from a broad and multidimensional perspective. To delve into these connections, a study with a hermeneutic interpretative nuance was conducted. Through a questionnaire, the perceptions of prospective teachers in the natural sciences field regarding this topic were gathered. The findings revealed that a significant number of them recognize and value the correlation between physics and EE. From their perspective, this linkage is not only crucial for a comprehensive view of environmental dynamics but also to encourage students to develop critical, articulated, and well-founded thinking about environmental balance. The research also highlighted the didactic opportunities presented when intertwining physics with EE. By associating physical concepts with real environmental issues, learning can be reinforced, making it meaningful and enduring over time. This interdisciplinary fusion also holds the potential to increase students' motivation and interest, fostering a more active and engaged attitude in their educational journey

Lizhu Zhang, Cecilia X. Wang

Artificial intelligence has deeply permeated numerous fields, especially the design area which relies on technology as a tool for innovation. This change naturally extends to the field of design education, which is closest to design practice. This has led to further exploration of the impact of AI on college-level education in the design discipline. This study aims to examine how current design educators perceive the role of AI in college-level design education, their perspectives on integrating AI into teaching and research, and their concerns regarding its potential challenges in design education and research. Through qualitative, semi-structured, in-depth interviews with seven faculties in U.S. design colleges, the findings reveal that AI, as a tool and source of information, has become an integral part of design education. AI- derived functionalities are increasingly utilized in design software, and educators are actively incorporating AI as a theoretical framework in their teaching. Educators can guide students in using AI tools, but only if they first acquire a strong foundation in basic design principles and skills. This study also indicates the importance of promoting a cooperative relationship between design educators and AI. At the same time, educators express anticipation for advancements in ethical standards, authenticity, and the resolution of copyright issues related to AI.

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.

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.

Maiia Halytska, Yuliia Hryshchuk

The article presents an analytical report on the survey results of Ukrainian refugees concerning various aspects of their lives in the United Kingdom, with the aim of identifying priority areas for support. The questionnaire developed for the study is divided into two parts: the first part includes demographic characteristics (such as gender, age, educational level, employment status, and proficiency in English), while the second part consists of questions designed to examine different aspects of the refugees’ lives. The sample comprises 74 respondents, including 60 women and 14 men. Statistical methods, including the Mann-Whitney U-test and non-parametric Spearman’s rank correlation coefficient, were employed to analyse the survey data. In this study, we use the commonly accepted psychological definition of social-psychological support as a concept that describes various forms of assistance and support an individual receives from their social environment. The questionnaire categorized social support into subtypes: material (provision of resources such as money or goods), emotional (presence, listening, sharing of emotional experiences, and understanding), informational (provision of advice and guidance), and instrumental/behavioral (practical help to solve problems or achieve goals). The findings indicate that the highest priority types of support for Ukrainian refugees in the United Kingdom are instrumental / behavioral, informational and material support, whereas psychological support was identified as the lowest priority.

Khairil Azhar, Mohammad Ali, Eero Ropo et al.

This study examines the complexities of teacher autonomy in curriculum management at a private Islamic school in Indonesia, positioned within an educational environment shaped, to a certain extent, by Indonesia's shifting educational policies—oscillating between centralization and decentralization—and various religious frameworks. Through qualitative analysis of data obtained from focused group discussions involving teachers and school management, this research reveals how teacher autonomy is both supported and constrained by institutional policies, religious values, and resource availability. The main finding of this study is the emergence of a conditional autonomy model, where teachers exercise a negotiated form of autonomy within certain boundaries. On one hand, teachers’ autonomy is influenced by national educational policies, institutional frameworks, and cultural-religious norms, indicating that this autonomy is conditional rather than absolute. On the other hand, due to practical field needs, teachers make adjustments in designing curriculum content, applying various teaching methods and strategies, and adapting teaching and assessment methods based on student conditions and time availability. These dynamics are influenced by factors such as school and foundation policies, educational supervision, resource availability, and teacher creativity. This study highlights unique challenges within the Indonesian context, where teacher autonomy in curriculum management requires a deeper, context-specific approach. A balance is needed between the demands for innovation and flexibility and the support and control mechanisms that do not restrict the space for the growth of teacher agency.   Abstrak Studi ini mengkaji kompleksitas otonomi guru dalam pengelolaan kurikulum di sebuah sekolah Islam swasta di Indonesia, yang diposisikan sebagai satu lingkungan pendidikan yang sampai taraf tertentu terbentuk oleh ragam kebijakan pendidikan di Indonesia yang bergerak seperti pendulum—sentralistik-desentralistik—serta faktor berbagai kerangka keagamaan. Melalui analisis kualitatif atas data yang diperoleh dari diskusi kelompok terpumpun (focused group discussion), yang melibatkan guru-guru dan manajemen sekolah, penelitian ini mengungkapkan bagaimana otonomi guru didukung sekaligus dibatasi oleh kebijakan institusi, nilai-nilai agama, dan ketersediaan sumber daya. Temuan utama dari studi ini adalah munculnya suatu model conditional autonomy (otonomi kondisional), di mana para guru menerapkan otonomi yang dinegosiasikan dalam batas-batas tertentu. Di satu sisi, otonomi para guru tidak terlepas dari pengaruh kebijakan pendidikan nasional, kerangka institusi, dan norma budaya-religius, yang menunjukkan bahwa otonomi tersebut bukanlah mutlak melainkan bersyarat. Namun, di sisi lain, karena kebutuhan praktikal di lapangan, para guru melakukan penyesuaian-penyesuaian dalam merancang isi kurikulum, menerapkan berbagai metode dan strategi pengajaran, serta menyesuaikan metode pengajaran dan penilaian berdasarkan kondisi siswa dan ketersediaan waktu. Dinamika ini sendiri dipengaruhi oleh berbagai faktor seperti kebijakan sekolah dan yayasan, supervisi pendidikan, ketersediaan sumber daya, dan kreativitas guru. Studi ini menunjukkan tantangan unik dalam konteks Indonesia, di mana otonomi guru dalam pengelolaan kurikulum memerlukan pendekatan yang lebih mendalam dan konteks-spesifik, di mana perlu keseimbangan antara kebutuhan akan inovasi dan fleksibilitas dengan mekanisme dukungan dan kontrol yang tidak menyempitkan ruang bagi pertumbuhan agency guru. Kata Kunci: agensi guru, kerangka keagamaan, manajemen kurikulum, otonomi guru, otonomi kondisional, otonomi kurikulum, sekolah Islam swasta

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.

Forouzan Farzinnejad, Hadi Khezrian, Mohsen Kasiri et al.

The effectiveness of traditional communication techniques has declined in recent years, and marketing specialists are looking at more creative ways to engage consumers. A lot of attention has recently been paid to advergames, which are seen as an attractive new marketing tool to increase consumer engagement and education of brand awareness. The term advergame refers to games that combine brand advertising with gaming to promote business products. In this paper, we study the impact of music on consumer uptake of advergames (n=197). Our results show that music in advergames is an important feature because of its capability to attract audience, enhance their user experience and increase brand awareness.

Liudmyla Khoruzha, Mariia Bratko, Liliya Hrynevych

The article considers the problem of training career counselors for the New Ukrainian School as a modern innovative trend. It is updated in the context of the introduction of three-year specialized education in Ukraine. A career counselor performs the function of a mediator between a person and his or her possible choice of profession, helps him or her identify and use his or her talents and abilities to achieve significant goals. A content analysis of scientific sources on the problem are carried out, which originates at the turn of the nineteenth and twentieth centuries. Modern foreign scientific researchers are highlighted, for example, the theory of vocational choice, as well as other theories of career development. The analysis and systematization of research on career development made it possible for scientists to systematize five groups of theories: substantive, procedural, substantive-procedural, constructivist, and broad explanation theories. It is considered the development of Ukrainian scientists on the issues of career guidance and career counseling: a scientific thesaurus on the problem is formulated, and relevant scientific research is carried out. However, theoretical generalizations have not been implemented in practice: Ukrainian higher education institutions do not provide comprehensive systematic professional training for career specialists. The authors of the article outline some prospects for the professional training of relevant specialists; define the range of potential job responsibilities of a career counselor; present a model framework of competencies of a career counselor working in a Ukrainian general secondary education institution; and present the content of innovative educational disciplines necessary for the professional and pedagogical training of future career counselors in the New Ukrainian School.

Lixiang Yan, Lele Sha, Linxuan Zhao et al.

Educational technology innovations leveraging large language models (LLMs) have shown the potential to automate the laborious process of generating and analysing textual content. While various innovations have been developed to automate a range of educational tasks (e.g., question generation, feedback provision, and essay grading), there are concerns regarding the practicality and ethicality of these innovations. Such concerns may hinder future research and the adoption of LLMs-based innovations in authentic educational contexts. To address this, we conducted a systematic scoping review of 118 peer-reviewed papers published since 2017 to pinpoint the current state of research on using LLMs to automate and support educational tasks. The findings revealed 53 use cases for LLMs in automating education tasks, categorised into nine main categories: profiling/labelling, detection, grading, teaching support, prediction, knowledge representation, feedback, content generation, and recommendation. Additionally, we also identified several practical and ethical challenges, including low technological readiness, lack of replicability and transparency, and insufficient privacy and beneficence considerations. The findings were summarised into three recommendations for future studies, including updating existing innovations with state-of-the-art models (e.g., GPT-3/4), embracing the initiative of open-sourcing models/systems, and adopting a human-centred approach throughout the developmental process. As the intersection of AI and education is continuously evolving, the findings of this study can serve as an essential reference point for researchers, allowing them to leverage the strengths, learn from the limitations, and uncover potential research opportunities enabled by ChatGPT and other generative AI models.

Heiko Schrader, Galina Gorborukova, Makhinur Mamatova

This paper discusses the conception of a joint intercultural students’ research program of one German and two Kyrgyzstani teachers and students from the Otto-von-Guericke University of Magdeburg (Germany) and the American University of Central Asia, Bishkek (Kyrgyzstan). The paper conceptualizes such a research training program and gives reference to qualitative methods teaching in the two corresponding universities. What follows is a description of the chosen research topic: “The 'Intersections' of Gender, Family, and Society in Kyrgyzstan”, and the course program. With different academic cultures concerning research ethics in the Anglo-Saxon and continental European contexts, a challenge for such a program will be addressed. A short review of the research results of the different students’ teams is provided, and the paper is finalized with a self-reflection upon such a joint intercultural undertaking.  

Ali Yakar, Bilal Duman

The purpose of the present study is to determine the effects of two multi-modal representations, the use of text and graph for learning, on problem solving, academic achievement and retention when used in a process-based instruction (PBI). The study was designed as quasi-experimental study complying with pretest-posttest control group design. The study group consists of (N=30+34=64) students from the department of classroom teacher education in the Education Faculty of a university from west of Turkey in 2015-2016 academic year. The data in the study were collected through problem solving inventory, texts written and graphs drawn by the students and academic achievement test. For the data analysis, independent-sample t-test, Kruskal Wallis H-Test and descriptive analysis techniques were used. According to the findings obtained in the present study, it can be argued that while there is no significant difference between the academic achievements and problem solving skills of the students carrying out their learning activities according to drawing-modal representation and those of the students carrying out their learning activities according to writing-modal representation, a significant difference in terms of their retention was observed.

Mohammad Zeidan, Xinhua Huang, Ling Xiao et al.

Student engagement is often labelled the “holy grail of learning” (Sinatra, Heddy and Lombardi, 2015: 1). Higher education educators have been implementing different pedagogical approaches to promote active learning with the aim of improving student engagement. This paper proposes an activity -based learning approach with the use of educational video to promote student engagement. We evaluate if such an approach could improve student learning and engagement with STEM subject from three perspectives: students’ motivation, engagement, and academic performance. The main findings are in supportive of the video-enabled activity-based learning approach to promote students’ engagement within class and for future study. ANOVA tests demonstrate the significant differences in the students’ performance with the use of scientific educational videos. In addition, this UAE based exploratory case study has been conducted in the context of middle eastern students’ learning behavior which adds an interesting cultural dimension. This study contributes to knowledge and STEM educator by providing them with insightful and practical guidance on how to effectively use scientific educational video to enhance STEM education in UAE. 

Dimitri R. Dounas-Frazer, Daniel Gillen, Catherine M. Herne et al.

The American Association of Physics Teachers (AAPT) Committee on Laboratories assembled a task force whose charge was to write an open letter to the physics education community calling for increased investment in accessible lab courses. Contributors to this paper include students, staff, and faculty with and without disabilities who expressed interest in the open letter. In this document, we recognize the need for making physics laboratories more accessible in all spaces (e.g., high school courses, graduate level courses, research labs). We focus on the experiences of students with disabilities in physics lab courses at the undergraduate level because that is the context for which the writing team had the most collective experience. The intended audiences for this document consist of undergraduate physics students, staff, and faculty, especially those who have direct stake in laboratory courses; physics departments; and member societies, including AAPT. We begin by presenting our motivation for the document and the importance of accessibility and diversity in education and the workforce. We start with the broader context of accessibility, narrowing our focus to physics education and the current state of affairs and availability of accessible resources. Accessibility is then discussed in the specific context of physics laboratory courses, focusing on how barriers are created and can be lowered. In exploring ideas and strategies for improving accessibility, we recognize that the development of multiple pathways for laboratory investigation creates opportunities to expand learning opportunities for more students in physics lab programs.

Emma Riese, Madeleine Lorås, Martin Ukrop et al.

Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this additional role in parallel with their own studies at the same institution. Previous research has shown that being a TA can be challenging but has mainly been conducted on TAs from a single institution or within a single course. This paper offers a multi-institutional, multi-national perspective of challenges that TAs in computer science face. This has been done by conducting a thematic analysis of 180 reflective essays written by TAs from three institutions across Europe. The thematic analysis resulted in five main challenges: becoming a professional TA, student focused challenges, assessment, defining and using best practice, and threats to best practice. In addition, these challenges were all identified within the essays from all three institutions, indicating that the identified challenges are not particularly context-dependent. Based on these findings, we also outline implications for educators involved in TA training and coordinators of computer science courses with TAs.

Paulina Czernek-Pasierbek

The article is devoted to reflection on the canon and required school reading from the perspective of ecocritical studies, with particular emphasis on the Pieśni Panny XII [The Song of the Virgin XII] by Jan Kochanowski. The author presents the most significant theoretical information on Polish achievements in the field of “environmental humanities” and the role of veganism and vegetarianism in the era of advancing climate change. The article also discusses the dangers of the anthropocentric way of perceiving reality. The author points out the necessity to use the achievements of “environmental humanities” in Polish literature lessons and shows examples of how to read school books through this methodology.