Hasil untuk "Special aspects of education"

Daniel Autenrieth

This paper presents the first systematic measurement of educational alignment in Large Language Models. Using a Delphi-validated instrument comprising 48 items across eight educational-theoretical dimensions, the study reveals that GPT-5.1 exhibits highly coherent preference patterns (99.78% transitivity; 92.79% model accuracy) that largely align with humanistic educational principles where expert consensus exists. Crucially, divergences from expert opinion occur precisely in domains of normative disagreement among human experts themselves, particularly emotional dimensions and epistemic normativity. This raises a fundamental question for alignment research: When human values are contested, what should models be aligned to? The findings demonstrate that GPT-5.1 does not remain neutral in contested domains but adopts coherent positions, prioritizing emotional responsiveness and rejecting false balance. The methodology, combining Delphi consensus-building with Structured Preference Elicitation and Thurstonian Utility modeling, provides a replicable framework for domain-specific alignment evaluation beyond generic value benchmarks.

Harshit Agarwal, Oleksandra Uralska, Jasmin Billingsley et al.

Understanding the magnetic properties of matter plays a key role in materials physics. However, university education on fundamental magnetism is limited to a theoretical survey because of the lack of appropriate apparatus that can be applied for laboratory courses at the undergraduate level. In this work, we introduce an AC magnetometer based on the Colpitts self-oscillator with an inductor coil as a probe. We show that this type of self-oscillator can be adopted in a typical university laboratory course to learn the principles of magnetic measurement and to understand the fundamental magnetism of matter. We demonstrate the exceptional stability of the circuit with a working frequency range of ~10 kHz to 10 MHz and excellent performance to detect the diamagnetic signal from a superconductor at cryogenic temperature.

Scott C. Scharlach

This paper presents an approximate analytical solution to the Falling Astronaut Problem by means of the hyperbolic tangent, and it explores the educational opportunities presented by this technique. The author's previous paper presented a function for time in terms of position t(x) that modeled the motion of an astronaut as she falls from an arbitrary height to the surface of a spherical planet with no air resistance, but an exact analytical function for position in terms of time x(t) was not found. This paper derives an approximate function for x(t) using kinematic equations with constant acceleration and "switch functions," specifically the hyperbolic tangent. The paper concludes with a discussion of the pedagogical implications of the technique, its potential for deepening student understanding of non-constant motion, and applications beyond the classroom.

Brendan Bertone, Paul Wagner, Joshua Pauli

<p>The cybersecurity profession continues to face a significant shortfall of qualified professionals despite steady growth in degree programs. Employers consistently cite experience as the main barrier for entry-level cybersecurity hires. This paper argues that clinic-based experiential learning offers a scalable solution to that preparation gap. A systematic literature review spanning academic and professional literature was conducted to examine: (1) barriers to entry for aspiring cybersecurity professionals; (2) the effectiveness of experiential learning compared to traditional instruction; and (3) the viability and scalability of cybersecurity clinics. Screening emphasized workforce development, experiential pedagogy, and alignment with the NICE Cybersecurity Workforce Framework. Findings show persistent misalignment between curricula and employer demands as entry-level roles frequently require prior professional experience, certifications, and proficiency with industry-standard tools. In contrast, experiential models grounded in Kolb’s learning cycle and informed by traditions in law and health consistently improve technical competence, professional judgment, and job readiness. Cybersecurity clinics, implemented as capstones, semester courses, perpetual or club programs, or internships, provide authentic client work that builds student portfolios and professional networks while delivering public-interest services. This paper examines two Arizona initiatives, Regional Security Operations Centers (RSOCs) and the Arizona Cybersecurity Clinic, as illustrative examples of scaling experiential models to server under-resourced organizations while producing measurable workforce benefits. Contributions include a synthesis of clinic models and tools, a preliminary mapping of clinic activities to NICE roles and KSAs, and a forward agenda defining shared evaluation metrics, open datasets, and longitudinal outcome studies.</p>

Christelle Zozoungbo

This paper employs a nonlinear difference-in-differences approach to empirically examine the Maximally Maintained Inequality (MMI) hypothesis in rural Benin. The findings of this study confirm the MMI hypothesis. In particular, it is observed that when 76% of educated parents choose to educate their daughters in the absence of educational programs, in contrast to only 37% among non-educated parents, the average impact of tuition fee subsidy on enrollment probability in primary schools stands at 3.8\% for non-educated households and 0.27% for educated households. Conversely, in cases where only 27% of educated parents decide to educate their daughters without education programs, the average effect of tuition fee waivers on enrollment probability in primary schools increases to 19.64\% for non-educated households and 24\% for educated households. From the analysis of household education decisions influenced by a preference for education and budget constraints, three key conclusions emerge to explain the mechanism behind the MMI. Firstly, when the income advantage of educated households compared to non-educated households is significantly high, irrespective of the level of their preference advantage, reducing the financial cost of education induces a greater shift in education decisions among non-educated households. Secondly, in situations where educated households do not possess an income advantage relative to non-educated households, the reduction in education-related financial costs leads to a more pronounced change in education decisions among educated households. Lastly, for the low-income advantage of educated households, as the income advantage of educated households increases, non-educated households respond more to education policy than educated parents, if the preference advantage of educated households is relatively smaller.

Romy Marie Merkel

We study special Lagrangian submanifolds in the Calabi-Yau manifold $T^*S^n$ with the Stenzel metric, as well as calibrated submanifolds in the $\text{G}_2$-manifold $Λ^2_-(T^*X)$ $(X^4 = S^4, \mathbb{CP}^2)$ and the $\text{Spin}(7)$-manifold $\$_{\!-}(S^4)$, both equipped with the Bryant-Salamon metrics. We twist naturally defined calibrated subbundles by sections of the complementary bundles and derive conditions for the deformations to be calibrated. We find that twisting the conormal bundle $N^*L$ of $L^q \subset S^n$ by a $1$-form $μ\in Ω^1(L)$ does not provide any new examples because the Lagrangian condition requires $μ$ to vanish. Furthermore, we prove that the twisted bundles in the $\text{G}_2$- and $\text{Spin}(7)$-manifolds are associative (coassociative) and Cayley, respectively, if the base is minimal (negative superminimal) and the section holomorphic (parallel). This demonstrates that the (co-)associative and Cayley subbundles allow deformations destroying the linear structure of the fiber, while the base space remains of the same type after twisting. While the results for the two spaces of exceptional holonomy are in line with the findings in Euclidean spaces established by Karigiannis and Leung (2012), the special Lagrangian bundle construction in $T^*S^n$ is much more rigid than in the case of $T^*\mathbb{R}^n$.

Asadollah Asadigarmarodi

The aim of this study is to model revolutionary training in the governance of teacher education at Farhangian University with an emphasis on the knowledge framework of the Leaders of the Revolution. The research method is qualitative and exploratory factor analysis. The research community includes the second step statement and the statements of Imam Khomeini and the Supreme Leader. Data were collected using documentary study methods. The findings indicate that in this model, Farhangian University, during a three-year period (nine semesters), dedicates the initial semesters to educational and revolutionary courses and assigns responsibilities to student-teachers for participating in educational and knowledge-based associations and group activities throughout their academic years based on the knowledge framework of the Leaders of the Revolution. This approach ingrains the superior pleasures of the prophetic role of the teacher during the undergraduate period and fosters a diligent and faithful effort in their knowledge and skill development duringtheir student-teacher years. Additionally, it impacts the annual saving of 25,000 teacher commitments and the earlier presence of students in the education system by one year.

Marziyeh Khalifeh Soltani, Reza Ghorban Jahromi, Morteza Nikoofar et al.

The aim of the present study was to investigate the mediating role of personal and social responsibility in the relationship between social capital and students' altruism. The research method was descriptive-survey type. And the statistical population was the students of physical education conservatories in Sistan and Baluchestan province, 285 person were selected as a statistical sample from the cluster sampling method. The data collection tools included was the standard questionnaires was by personal and social responsibility of Lee et al (2008), Social capital Khalifa Soltani et al. (2021) and altruism by Manzur and Olavarrieta (2021). Face and content validity were used to check the validity of the questionnaires.The data was analyzed through structural equation modeling using Lisrel software. Structural equation modeling analyzes confirmed the suitability of the proposed model. The results showed that the positive and direct effects of social capital and personal and social responsibility have positive and direct effects on altruism. Also, the positive and indirect effect of social capital through personal and social responsibility on students' altruism was shown. According to the results of the research, one of the methods of persuading students to engage in extra-role behaviors for altruism, improving social capital and personal and social responsibility.

R. J. Saito, T. A. Tanaka, Y. Sakemi et al.

Paul traps are devices that confine particles using an alternating electric field and have been used in undergraduate experimental classes at universities. Owing to the requirement of a high voltage ($> 10^3$ V), Paul traps are not used in middle and high schools. Therefore, we developed an all-in-one-type Paul trap , including a high-voltage transformer. The Paul trap can be equipped with two different types of electrode attachments, ring-type and linear-type, and the trap image can be observed using a built-in web camera. For example, the charge-to-mass ratio of particles was measured with different types of attachments, and reasonable values were obtained. These types of trap devices are currently used at several educational facilities in Japan.

Amely Vivas, Juan Veja, Marlenis Martínez et al.

O objetivo deste estudo foi descrever estratégias gerenciais que melhoram a comunicação eficaz em professores da escola Ignacio Verdugo Cavada na comuna de Mulchén na Região Bio-Bio-Chile. O percurso metodológico centrou-se na abordagem quantitativa com tipo de pesquisa descritiva e com uma população de 25 educadores que atuam na referida instituição. Da mesma forma, a pesquisa utilizou como técnica e como instrumento um questionário com o uso da escala Likert com respostas alternativas: Sempre, Quase Sempre, Às Vezes, Quase Nunca e Nunca. Dentre os resultados obtidos, verifica-se que a equipe gestora carece do estabelecimento de metas gerenciais que levem à tomada de decisões entre os docentes. Os achados encontrados afirmam que os gestores precisam dar orientações que influenciem nos processos de comunicação, bem como a urgente necessidade de executar estratégias que otimizem a comunicação e a integração coletiva para melhorá-la entre os educadores.

Malte Ostendorff, Till Blume, Terry Ruas et al.

Document embeddings and similarity measures underpin content-based recommender systems, whereby a document is commonly represented as a single generic embedding. However, similarity computed on single vector representations provides only one perspective on document similarity that ignores which aspects make two documents alike. To address this limitation, aspect-based similarity measures have been developed using document segmentation or pairwise multi-class document classification. While segmentation harms the document coherence, the pairwise classification approach scales poorly to large scale corpora. In this paper, we treat aspect-based similarity as a classical vector similarity problem in aspect-specific embedding spaces. We represent a document not as a single generic embedding but as multiple specialized embeddings. Our approach avoids document segmentation and scales linearly w.r.t.the corpus size. In an empirical study, we use the Papers with Code corpus containing 157,606 research papers and consider the task, method, and dataset of the respective research papers as their aspects. We compare and analyze three generic document embeddings, six specialized document embeddings and a pairwise classification baseline in the context of research paper recommendations. As generic document embeddings, we consider FastText, SciBERT, and SPECTER. To compute the specialized document embeddings, we compare three alternative methods inspired by retrofitting, fine-tuning, and Siamese networks. In our experiments, Siamese SciBERT achieved the highest scores. Additional analyses indicate an implicit bias of the generic document embeddings towards the dataset aspect and against the method aspect of each research paper. Our approach of aspect-based document embeddings mitigates potential risks arising from implicit biases by making them explicit.

Markus Sebastian Feser, Ingrid Krumphals

To date, there is a lack of research on learning environments for pre-service physics teachers that allow them to learn and practise diagnosing students' conceptions that are (currently) not covered in physics education textbooks (e.g. students' conceptions about viscosity). In this study, we developed and piloted such a learning environment, which was implemented and piloted twice in a seminar for pre-service physics teachers. As coping with a diagnostic process is particularly demanding for pre-service physics teachers, our accompanying research aims to identify learning barriers within our developed learning environment. The results indicate that the participants experience the learning environment with varying degrees of difficulty. One main difficulty for pre-service physics teachers seems to be in interconnecting their content knowledge with their pedagogical content knowledge in the diagnostic process.

Seyyed Fazel Mousavi, Mohammad Mahdi Hakimian, Seyyed Hosein Fatemi

The purpose of the present study is to review the impact of trust on mental calmness using “the 7th prayer” in Sahifeh Sajādiyeh. In this regard, a descriptive-analytic method was used to study the outcomes of trust (in God) for human life, such as increasing endurance, fostering power of will, raising spirit and moral support, overcoming hardship, reaching victory, resolving doubt, and achieving prosperity by this prayer in order to get mental calmness. According to the results, the conceptual analysis of the prayer indicates that it is divided into 3 parts: The 1st section refers to God’s attribute, the 2nd section mentions difficulties, accidents, and different types of hardship created in life, and the 3rd section states that resolving problems is doable only by God and also brings some solutions. With respect to the extensive relationship between mental calmness and trust, we can mention that having belief in God, certainty, and giving up desire for others are some ways to put trust in God. Therefore, considering the guidelines mentioned in the 7th prayer of Sahifeh Sajādiyeh, achieving mental calmness is feasible by placing trust (in God).

Renee Desmarchelier, Lisa J. Cary

Abstract The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83–101, 2021) criticism of the “microcredentialing craze” as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston’s argument that micro-credentials present an educative “moral hazard” by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive.

Emily Alicea-Muñoz, Carol Subiño Sullivan, Michael F. Schatz

Graduate Teaching Assistants (GTAs) are key partners in the education of undergraduates. Given the potentially large impact GTAs can have on undergraduate student learning, it is important to provide them with appropriate preparation for teaching. But GTAs are students themselves, and not all of them desire to pursue an academic career. Fully integrating GTA preparation into the professional development of graduate students lowers the barrier to engagement so that all graduate students may benefit from the opportunity to explore teaching and its applications to many potential career paths. In this paper we describe the design and implementation of a GTA Preparation course for first-year Ph.D. students at the Georgia Tech School of Physics. Through a yearly cycle of implementation and revision, guided by the 3P Framework we developed (Pedagogy, Physics, Professional Development), the course has evolved into a robust and comprehensive professional development program that is well-received by physics graduate students.

Saeed Moshfeghyeganeh, Zahra Hazari

Women continue to be underrepresented in physics in the United States. This is while many Muslim majority (MM) countries have a high representation of women in undergraduate and graduate physics programs. While there is a growing awareness of this trend, little is being done to understand why and how this trend has manifested and how it can be used to inform broadening the participation of women in physics in the U.S. To better understand how cultural experiences can influence the pursuit of physics, this study examines the lived experiences of female physics faculty members in the U.S. who came from MM countries. The study draws on seven phenomenological interviews focusing on how cultural experiences shaped participants’ gender and physics identities. The results reveal several possible hypotheses on differences and similarities in how physics and gender identities intersect in MM countries as opposed to what has been found in the West. In particular, expressions of femininity in MM countries can have a more constructive intersection with expressions of physics identity in ways that promote participation and persistence.

Kerstin Mayrberger

Im vorliegenden Essay wird ausgehend von der durch COVID-19 erfolgten Disruption die Bedeutung von Zeit, Beziehungen und Werten für eine zeitgemässe und zukünftig möglichst anknüpfungsfähige Hochschulbildung unter den dynamischen Bedingungen von Digitalisierung und einer Kultur der Digitalität angesprochen. Ankerpunkt dafür ist eine mitunter provokativ vorgetragene Irritation über eine Diskrepanz beim souveränen Verbinden von ‹doing› und ‹being› im Bereich der digitalen Hochschulbildung. Anhand eines Beispiels im Kontext von medienbezogener Qualität und Professionalität wird für einen erweiterten mediendidaktischen Blick geworben. Agile Werte und Prinzipien mit Blick auf Personen, Diversität und Teilhabe können im Bildungsbereich im Sinne eines Agile Educational Leadership dazu beitragen, einem entsprechenden ‹doing› und ‹being› – ähnlich wie den Bedingungen von Digitalisierung und Digitalität – als zentrale Dualität zu begegnen, um das Machen nicht zu vertagen, sondern offen und mutig zu agieren.

Pan IIT Group

Due to the COVID-19 pandemic that set in in the middle of the semester, most of the IITs (and other institutions from across India and the world) switched to an online mode for completing the semester. Since then, many different institutions from across the world have been discussing ways and means to make online education effective, via various means, such as webinars, talks and short workshops. However, a general observation has been that there is a lack of data on online education, particularly in the Indian context. Anticipating this, we decided to conduct a pan-IIT survey on online education and compiled two sets of questionnaires (one each for faculty members and students) in discussion with the members of the pan-IIT group on Online Pedagogy (https://www.paniit-onlinepedagogy-researchgroup.net/), that has been formed for conducting research on the broad area of online education. The current survey has been steered by IIT Dharwad and IIT Jammu along with the members of the pan-IIT group on online pedagogy. The survey data was collected from 5th May 2020 to 25th May 2020. We received about 11,890 and 840 responses from students and faculty members, respectively. About 82% and 86% of the respondents were males among the students and faculty surveys, respectively. In the following, we present and discuss the survey responses pertaining to various aspects of online education. An infographic representation of the survey responses may be found in Appendix. We note that the survey conducted was a broad survey, covering various broad aspects of online education. However, a fine-grained survey may be required to obtain an in-depth understanding of specific aspects, such as on how to handle lab courses and carry out assessments.

Ethan L. Arnold, Ming-Shau Liu, Rohit Prabhu et al.

Helium atom scattering studies have the potential for making numerous breakthroughs in the study of processes on surfaces. As this field remains active, there will frequently be new young researchers entering the field. The transition from student to researcher is often met with difficulty, consequently wasting limited time available for a PhD or masters level research. Addressing this issue, we present an educational package for emerging research students in the field of helium atom scattering. We hope that this package serves as sufficient material to significantly accelerate the progress made by new postgraduate students.

Xabier Prado, José Manuel Domínguez, Iván Area et al.

This work analyzes the difficulties in learning and teaching Einstein's theory of special relativity. An extensive bibliographic review has been performed, considering articles published in the most relevant journals on science education, which were selected taking into account the following impact factors: JCR, SJR, IN-RECS and ICDS. The typical thinking of students and teachers is discussed pointing out that, occasionally, it does not befit the proper scientific perspective. Different educational proposals are examined and particular didactic implications are inferred. The conclusions of this inquiry constitute the basis of a proposal that relies on a Minkowskian geometrical formulation for teaching special relativity in upper secondary education.