Hasil untuk "History of education"

Loïc Wacquant

D. Mezibov

T. Murray, C. Sibley, Baird Amar Moolayil et al.

J. Milloy

Stephen B. Thomas, S. Quinn

Chengtian Liang, Yike Qian, Yixuan Lin et al.

The rapid development of artificial intelligence technology is driving the transformation of physics education from traditional models to intelligent and data-driven approaches. To explore the evolution and cutting-edge hotspots in this field, this study conducted a systematic bibliometric analysis of 138 core literature published between 2021 and 2025 using VOSViewer and CiteSpace, based on the Web of Science Core Collection database. Research shows that the number of related publications will increase exponentially from 2023, with the United States, China, and Germany being the main research forces. The research focus has rapidly evolved from early machine learning assisted data analysis to the application of generative AI in teaching, the integration of physics information neural networks in computational physics courses, and the exploration of intelligent medical physics education. At present, this field is in the early stages of explosive growth and exhibits significant interdisciplinary characteristics. Future research should focus on building an adaptive learning ecosystem, reconstructing evaluation systems, and cultivating students' AI ethics and physical intuition.

Shuo Liu, Chao Bu, Mian Hou et al.

Two new species of the Nanorana yunnanensis complex are described from southeastern and northeastern Yunnan Province, China, respectively, based on morphological and molecular evidence. The two new species can be distinguished from the three known species of this complex and each other by the difference in the skin texture, the visibility of the tympanum, the ventral coloration, and the distribution of the spines on the ventral surface of the head in adult males. Phylogenetically, the two new species formed two distinct clades in the N. yunnanensis complex and differ from other species of the complex and each other by 2.4–5.0% in the 16S gene sequences and 9.8–11.3% in the ND2 gene sequences. This study brings the total number of recognized species of the genus Nanorana to 36, of which 27 occur in China and 13 in Yunnan.

P. Seixas

M. Nock, R. Kessler

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

Liam Doyle, Fargol Seifollahi, Chandralekha Singh

The rapid growth of quantum information science and technology (QIST) presents unique educational challenges as it brings together students and researchers from many disciplines. This work presents findings from in-depth interviews with leading quantum researchers who are also educators, whose perspectives provide guidance for developing a framework for interdisciplinary QIST teaching and builds on our earlier paper that focused on QIST courses and curricula. We discuss their reflections on three critical aspects of QIST education: (1) the development of a common interdisciplinary language, (2) determining appropriate levels of abstraction and physical detail for students from various disciplines, and (3) why students should pursue courses, degrees, and careers in this field. Our analysis reveals that the emergence of linguistic evolutions such as "qubits" and "measurement bases", rather than a focus on measurement of physical observables and their corresponding Hermitian operators, has begun to create a unifying framework that transcends disciplinary boundaries. Nevertheless, educators face ongoing challenges in balancing the level of abstractness with physical details as well as mathematical rigor with conceptual accessibility. The experts emphasize that successful QIST education for an interdisciplinary student body not only requires a shift from traditional quantum mechanics pedagogy for physics majors, but careful consideration of students' diverse prior conceptual and mathematical foundations. They highlighted that students have the unique historical opportunity to participate in creating transformative quantum technologies while developing transferable skills for an evolving technological landscape. These findings provide valuable guidance for developing a framework for interdisciplinary QIST teaching especially useful for foundational courses.

Revocatus Lawrence Kabanga, Vincent John Chambo, Rebecca Mokeha

COVID-19 has caused about 580 million cases and 6.4 million deaths worldwide by August 8th, 2022, including 8.7 million cases (173,063 deaths) in Africa. East Africa reported 1.39 million cases on July, 2022. Tanzania confirmed 37,865 cases and 841 deaths by 8th August 2022. Although billions of vaccine doses administered globally, just 17.6% of Tanzanians are fully vaccinated. Symptomatic pregnant women face a mortality risk that is 70% higher than in non-pregnant women.. Therefore, this study aimed at assessing knowledge, attitude, and acceptance of COVID-19 vaccine among pregnant women in the Mbeya region. A descriptive cross-sectional study was conducted in the Obstetrics and Gynecology department of MZRH. Three scores were calculated for participants' knowledge, attitude, and acceptance to COVID-19 vaccination. These scores were compared to many sample factors using binary logistic regression and the chi-square test. The study recruited 233 participants. Most participants (31.3%) relied on social media for Covid-19 vaccine information. Poor Covid-19 vaccine knowledge (71.2%), negative attitudes (76.8%), and low acceptance rate (38.6%) were observed. Multivariate analysis showed that greater acceptance was positively associated with having a chronic illness (AOR = 3.21, CI 1.448-7.123, P = 0.004), stronger vaccine attitudes (AOR = 1.26, CI 1.149-1.368, P = 0.015), better vaccine knowledge (AOR = 2.70, CI 2.587-2.810, P = 0.005), and prior vaccination history (AOR = 0.13, CI 0.068-0.183, P = 0.000). Conversely, preference for natural immunity (AOR = 0.42, CI 0.341-0.498, P = 0.018), and not yet being vaccinated (AOR = 0.67, CI 0.594-0.755, P = 0.000) were all linked to lower acceptance. Pregnant women exhibited low knowledge, attitude, and acceptance to COVID-19 vaccines. Misinformation about the COVID-19 vaccine causes pause. Education on COVID-19 vaccination is needed to enhance vaccine uptake among pregnant women. This group must comprehend COVID-19 immunization importance, safety, and efficacy.

Lori D. Patton

Arianna Cortesi, Claudia Mignone, Alan Alves Brito et al.

The way we look at the sky is connected to the cosmological paradigm embraced by the society we live in. On the other hand, several astronomical concepts reinforce the idea of a common humanity. Yet, scientific outreach is frequenty reaching out only to a specific part of the world population, often excluding people living in extreme social vulnerability, victims of violence and prejudice, fighting for their lives and for the right of living according to their traditions. We present two outreach projects, developed in Brazil, funded by the Office of Astronomy for Development (OAD) of the International Astronomical Union (IAU), i.e. 'Under Other Skies' and 'OruMbya', which tackle the importance of ethno-astronomy, and the collaboration with leaders and cultural agents of marginalised communities. We also describe an educational project born in the favela of Cantagalo Pavão Pavaãzinho (PPG), in Rio de Janeiro, during the COVID19 pandemic, which started a collaboration with local educators and artists to offer classes of astronomy and English language to children in the favela

Bayode Ogunleye, Kudirat Ibilola Zakariyyah, Oluwaseun Ajao et al.

The higher education (HE) sector benefits every nation's economy and society at large. However, their contributions are challenged by advanced technologies like generative artificial intelligence (GenAI) tools. In this paper, we provide a comprehensive assessment of GenAI tools towards assessment and pedagogic practice and, subsequently, discuss the potential impacts. This study experimented using three assessment instruments from data science, data analytics, and construction management disciplines. Our findings are two-fold: first, the findings revealed that GenAI tools exhibit subject knowledge, problem-solving, analytical, critical thinking, and presentation skills and thus can limit learning when used unethically. Secondly, the design of the assessment of certain disciplines revealed the limitations of the GenAI tools. Based on our findings, we made recommendations on how AI tools can be utilised for teaching and learning in HE.

Jeannette Jacqueline Lucejko, Katja Tikka, Jakub Brózdowski et al.

The COST EU-PoTaRCh Action establishes a network focused on the past, present, and future significance, production, and use of major forest by-products in Europe and beyond. The Action centers around forest by-products—primarily potash, tar, resin, and charcoal (PoTaRCh), along with plant extracts—which have been produced and utilized for over 100,000 years due to their unique chemical, biological, and therapeutic properties. The primary goal of the Action is to demonstrate the importance of these products for the socio-economic development of European countries and beyond, as well as their impact on biodiversity and the natural environment. The Action's objectives are organized into five Working Groups (WGs), each aligned with specific areas of interest: heritage, chemical characterization, archaeology, environmental history, and future perspectives of PoTaRCh materials. A key aspect of the Action is its support for stakeholders outside the scientific community who possess knowledge of PoTaRCh products through their use in industries such as production, education, and the promotion of forests' natural and cultural heritage. In doing so, the Action brings together stakeholders with diverse activity profiles, including museums, state forests, the forestry industry, associations dedicated to preserving traditions, and the tourism sector. The EU-PoTaRCh Action adheres to the three key principles of COST’s inclusiveness policy: participation of inclusiveness target countries, gender balance, and the involvement of young researchers, including in leadership positions.

Michael Mintrom, S. Vergari

Gehua Tong, Rishi Ananth, John Thomas Vaughan, et al.

Background: Magnetic Resonance Imaging (MRI) is a medical imaging technique that combines principles of physics, math, and engineering to look inside humans and animals, hence delivering a lifesaving technology. However, resource-poor regions aiming to expand access to MRI suffer from a lack of imaging expertise. Education of a new generation of MRI technicians and researchers in these regions is needed to make this technology more equitable and sustainable around the world. Results: We developed Virtual Scanner Games, an open-source web application that allows students to explore fundamental concepts in MRI. Four modules illustrated imaging basics, imaging biology, imaging physics, and imaging design. Feedback was collected from high school and early college students along with faculty, postdoctoral fellows, and doctoral students working in the field of MRI. Conclusions: We have shown a collection of games that can be used independently by high school students and people with no imaging background; they could also be used as demonstration tools in formal courses. Further assessment of their educational value through longer term usage is needed.

Ethan Lee, Ariel Nicole Hart, Thomas A. Searles et al.

In the popular imagination, science and technology are often seen as fields of knowledge production critical to social progress and a cooperative future. This optimistic portrayal of technological advancement also features prominently in internal discourses amongst scientists, industry leaders, and STEM students alike. Yet, an overwhelming body of research, investigation, and first-person accounts highlight the varying ways modern science, technology, and engineering industries contribute to the degradation of our changing environments and exploit and harm global low-income and marginalized populations. By and large, siloed higher-education STEM curricula provide inadequate opportunities for undergraduate and graduate students to critically analyze the historical and epistemological foundations of scientific knowledge production and even fewer tools to engage with and respond to modern community-based cases. Here, we describe the development of a humanities- and social sciences-informed curriculum designed to address the theory, content, and skill-based needs of traditional STEM students considering technoscientific careers. In essence, this course is designed to foster behavior change, de-center dominant ways of knowing in the sciences, and bolster self-reflection and critical-thinking skills to equip the developing STEM workforce with a more nuanced and accurate understanding of the social, political, and economic role of science and technology. This curriculum has the potential to empower STEM-educated professionals to contribute to a more promising, inclusive future. Our framework foregrounds key insights from science and technology studies, Black and Native feminisms, queer theory, and disability studies, alongside real-world case studies using critical pedagogies.

Daniel Gyaase, Yeetey Akpe Enuameh, Benjamin Noble Adjei et al.

Abstract Background Globally, the increasing rate of caesarean section (CS) delivery has become a major public health concern due to its cost, maternal, neonatal, and perinatal risks. In Ghana, the Family Health Division of the Ghana Health Service in 2016 opted to initiate a program to prevent the abuse of CS and identify the factors contributing to its increase in the country. This study aimed to determine the prevalence and factors influencing CS deliveries in the Kintampo Districts of Ghana. Methods The current study used secondary data from the Every Newborn–International Network for the Demographic Evaluation of Populations and their Health (EN-INDEPTH) project in Kintampo, Ghana. The outcome variable for this study is CS delivery. The predictor variables were socio-demographic and obstetric factors. Results The prevalence of CS delivery in the study area was 14.6%. Women with secondary education were 2.6 times more likely to give birth by CS than those with primary education. Unmarried women were about 2.5 times more likely to deliver by CS compared to those who were married. There was an increasing order of CS delivery among women in the wealthy quintiles from poorer to richest. The likelihood of women with gestational ages from 37 to 40 weeks to give birth by CS was about 58% less compared to those with less than 37 gestational weeks. Women who had 4–7 and 8 or more antenatal care (ANC) visits were 1.95 and 3.5 times more likely to deliver by CS compared to those who had less than 4 ANC visits. The odds of women who have had pregnancy loss before to deliver by CS was 68% higher compared to women who have not lost pregnancy before. Conclusions Caesarean section delivery prevalence in the study population was within the Ghana Health Service and World Health Organization ranges. In addition to known socio-demographic and obstetric factors, this study observed that a history of pregnancy loss increased the chances of a woman undergoing a CS. Policies should aim at addressing identified modifiable factors to stem the rise in CS deliveries.