Hasil untuk "History of education"

Avi Hofstein, Vincent N. Lunetta

J. Lang

J. Banks

H. Bowen

D. Domin

Jonas Binz, Nemanja Stojoski, Luca Jost

This paper presents an in-depth analysis of the Vega flight computer, and its corresponding ground station developed by CATS, a company producing open-source flight computers and tracking systems tailored for student-made rockets. These flight computers, designed to support rockets reaching altitudes of up to 30 km and possibly higher, play a crucial role in advancing educational rocketry and facilitating hands-on learning experiences in aerospace engineering. As the official sponsor of the European Rocketry Challenge (EuRoC), these flight computers have become integral to the competition, providing reliable and sophisticated telemetry and control capabilities that enhance both safety and performance. The paper delves into the technical specifications and educational impact of these systems, highlighting their contribution to the broader European rocketry programmes. Through comprehensive field data and case studies from the recent European Rocketry Challenge, this study underscores the potential of open-source flight computers to inspire the next generation of aerospace professionals.

Paul Tschisgale, Holger Maus, Fabian Kieser et al.

Large language models (LLMs) are now widely accessible, reaching learners at all educational levels. This development has raised concerns that their use may circumvent essential learning processes and compromise the integrity of established assessment formats. In physics education, where problem solving plays a central role in instruction and assessment, it is therefore essential to understand the physics-specific problem-solving capabilities of LLMs. Such understanding is key to informing responsible and pedagogically sound approaches to integrating LLMs into instruction and assessment. This study therefore compares the problem-solving performance of a general-purpose LLM (GPT-4o, using varying prompting techniques) and a reasoning-optimized model (o1-preview) with that of participants of the German Physics Olympiad, based on a set of well-defined Olympiad problems. In addition to evaluating the correctness of the generated solutions, the study analyzes characteristic strengths and limitations of LLM-generated solutions. The findings of this study indicate that both tested LLMs (GPT-4o and o1-preview) demonstrate advanced problem-solving capabilities on Olympiad-type physics problems, on average outperforming the human participants. Prompting techniques had little effect on GPT-4o's performance, while o1-preview almost consistently outperformed both GPT-4o and the human benchmark. Based on these findings, the study discusses implications for the design of summative and formative assessment in physics education, including how to uphold assessment integrity and support students in critically engaging with LLMs.

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.

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.

Hamideh Mancheri, Gholam Reza Mahmoodi-Shan, Leila Jouybari et al.

Introduction: To identify the strengths and weaknesses of the curriculum and improve the quality of education in the Master of Nursing in Geriatrics, this study aimed to compare the educational program of the Master of Nursing in Geriatrics at Golestan University of Medical Sciences in Iran and Duke University in the United States. Methods: This is a descriptive comparative study. Information on the Master of Nursing in Geriatrics curriculum was extracted through documents available on the electronic pages of the two universities in 2024 and by searching related articles using  following keywords: “Gerontological nursing,” “Master's degree,” “Comparative study,” “Curriculum,”  “Duke University,” and “Iran as well as equivalent of these words in persian.” In this review, the curriculum of the Master of Nursing in Geriatrics was analyzed in terms of history, definition, philosophy, mission and vision, the objective of the educational program, student admission, method of presentation and duration of the educational course, number of course units, position and role of graduates in four stages of description, interpretation, juxtaposition, and comparison using the Bereday method. Results: Duke's Master of Nursing in Geriatrics program has a longer history and duration of study. Duke University offers the Master of Nursing in Geriatrics as two acute and primary care programs; however, it is being offered through one program in Iran. At Duke University, student entry criteria are different and based on the quality of candidates. The vision of Duke University focuses on globalization, while the vision of this field in Iran has a national and regional perspective. In Iran, the course is offered in  person and full- time, whereas at Duke University, it is offered full-time and part-time and online and in person. Conclusion: Considering issues such as the use of a decentralized method and multiple criteria for student admission, the existence of part-time distance learning courses and online classes, the presence of an instructor familiar with the field of geriatrics, and the presence of an appropriate clinical environment can strengthen the curriculum of the master's degree in geriatric nursing in Iran.

Henry A. Giroux, Peter McLaren

Qihong Sun, Shuangxiang Zhou, Ronghang Chen et al.

This paper outlines an alternative approach to teaching quantum computing at the high school level, tailored for students with limited prior knowledge in advanced mathematics and physics. This approach diverges from traditional methods by building upon foundational concepts in classical computing before gradually introducing quantum mechanics, thereby simplifying the entry into this complex field. The course was initially implemented in a program for gifted high school students under the Hong Kong Education Bureau and received encouraging feedback, indicating its potential effectiveness for a broader student audience. A key element of this approach is the practical application through portable NMR quantum computers, which provides students with hands-on experience. The paper describes the structure of the course, including the organization of the lectures, the integration of the hardware of the portable nuclear magnetic resonance (NMR) quantum computers, the Gemini/Triangulum series, and detailed lecture notes in an appendix. The initial success in the specialized program and ongoing discussions to expand the course to regular high schools in Hong Kong and Shenzhen suggest the viability of this approach for wider educational application. By focusing on accessibility and student engagement, this approach presents a valuable perspective on introducing quantum computing concepts at the high school level, aiming to enhance student understanding and interest in the field.

Dou Du, Taylor J. Baird, Kristjan Eimre et al.

Interactive notebooks are a precious tool for creating graphical user interfaces and teaching materials. Python and Jupyter are becoming increasingly popular in this context, with Jupyter widgets at the core of the interactive functionalities. However, while packages and libraries which offer a broad range of general-purpose widgets exist, there is limited development of specialized widgets for computational physics, chemistry and materials science. This deficiency implies significant time investments for the development of effective Jupyter notebooks for research and education in these domains. Here, we present custom Jupyter widgets that we have developed to target the needs of these communities. These widgets constitute high-quality interactive graphical components and can be employed, for example, to visualize and manipulate data, or to explore different visual representations of concepts, clarifying the relationships existing between them. In addition, we discuss with one example how similar functionality can be exposed in the form of JupyterLab extensions, modifying the JupyterLab interface for an enhanced user experience when working with applications within the targeted scientific domains.

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.

Debates over the content, aims and purpose of school history are salient features in educational landscapes across the world, and in recent years in the UK many such debates have focused on how the history of the British Empire should be taught in schools. With the aim of better understanding how British imperial histories are, and have been, approached in English classrooms, this study compares two samples of history textbooks, one of books published between 1920 and 1939, and the second of books published between 2015 and 2023. Additionally, the study explores changing traditions in English history education more generally, and in particular compares how histories of the British Empire have been narrated under the influence of two pedagogical traditions: the ‘great tradition’, which dominated English history education for most of the twentieth century until the 1970s, and ‘new history’, which came to dominate from the early 1970s onwards, and which was particularly influenced by the establishment of the Schools Council History Project in 1972. A complex range of factors have influenced how histories relating to the British Empire have been narrated in textbooks over the years, but the study particularly considers the extent to which the founding principles of the Schools Council History Project continue to influence how histories are narrated half a century after the establishment of the project, and what implications this might have in the context of empire histories specifically. We also consider how such patterns may influence further developments in textbook portrayals of British imperial history in the future.

Teodora Achimaș-Cadariu, Andrei Pașca, Nicoleta-Monica Jiboc et al.

Background: Due to low adherence to HPV vaccination programs, the European region struggles with vaccination rates lower than 30% among the targeted population. The present report investigated various socio-demographic and psychological factors influencing European parents’ hesitancy towards vaccinating their children. Methods: As of September 2023, four databases were searched. After applying inclusion criteria, all articles comparing psychological and socio-demographic factors in parents who vaccinate or do not vaccinate their children were included. Results: Twenty-five primary publications met the criteria, totaling 385,460 responders, of which 311,803 want to or have already vaccinated their child, and 73,555 do not wish to do so. Immigrant and employment status, religion, age of parents and the child’s gender seemed to influence their decision to vaccinate their child. Previous experience with vaccines, perceived safety and efficacy and the mother’s previous abnormal CCS results also impacted their decision. The caregivers’ education, gender, civil status, number of children, family history of neoplasia or mother’s CCS attendance did not influence their hesitancy to vaccine. Conclusion: Multiple demographic, social, economic and psychological barriers involved in the parents’ hesitancy to vaccinate their children against the HPV virus were highlighted. Specific at-risk categories that need to be targeted with information, education and vaccination campaigns were identified.

Carlos Ângelo de Meneses Sousa, Candido Alberto Gomes, Gabriela Sousa Rêgo Pimentel et al.

Introducción: Esta investigación tiene como objetivo analizar las percepciones de estudiantes de nivel superior después de la pandemia COVID-19 en relación a sus experiencias de educación remota. Las tecnologías digitales son una de las revoluciones de este siglo, en su actuación como pareja del ser humano, al mismo tiempo que abre el horizonte del post-humano. Metodología: Se utilizó un cuestionario auto aplicable, con preguntas cerradas y abiertas, a muestreos de conveniencia de estudiantes de una universidad particular y una pública de Brasil y una pública de México, con la desagregación de las.os estudiantes de educación de la primera. Las clases fueron seleccionadas aleatoriamente. Resultados: La pandemia incluyó un complejo de crisis, sanitaria, laboral, económica y social, que interfirieron en la vida estudiantil. La educación remota enfrentó la divisoria digital cuanto a la conexión, aparatos y capital digital, con efectos regresivos para las.os estudiantes menos favorecidos. La perspectiva de las.os respondientes cuanto a la educación remota es que tiene menores ventajas que la presencial. Discusión: La cuestión más grave es la de la ética en el desarrollo tecnológico, mucho más rápido que las reflexiones filosóficas sobre sus finalidades y la normalización de su uso. Esta rapidez se debe en gran parte al paradigma de mercado, que preside al desarrollo tecnológico y que visa a la maximización de la productividad y de los lucros.

S. Baumann

R. Haskell

J. Manly, D. Jacobs, Pegah Touradji et al.