Hasil untuk "History of education"

Liam Doyle, Fargol Seifollahi, Chandralekha Singh

The rapid advancement of quantum information science and technology (QIST) has generated significant attention from people in academia, industry, and the public. Recent advances in QIST have led to both opportunities and challenges for students and researchers who are curious about the potential of the field amid hype, considering whether their skills are aligned with what the field needs, and contemplating how collaborating with industries may impact their research. This qualitative study presents perspectives from leading quantum researchers who are educators on three critical aspects shaping QIST's development: (1) the impact of hype in the field and strategies for managing expectations, (2) approaches to creating conducive environments that attract students and established researchers from non-physics disciplines, and (3) effective models for fostering university-industry partnerships that can be valuable for students and researchers alike. These aspects, along with several interconnected challenges, were explored through in-depth interviews with quantum educators. Our findings reveal nuanced perspectives on managing the hype cycle and its risks in creating unrealistic expectations. Regarding greater interdisciplinary engagement and attracting more non-physicists to QIST, educators emphasized the need to recognize and leverage existing expertise from other fields while developing educational pathways that meet diverse student backgrounds to prepare them for the QIST workforce. On university-industry partnerships, respondents highlighted successful models, while noting persistent challenges around intellectual property, confidentiality, and differing organizational goals. These insights provide valuable guidance for educators, policymakers, and industry leaders working to build a sustainable quantum workforce while maintaining realistic expectations about the field's trajectory.

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.

Bayu Setiaji, Pramudya Wahyu Pradana, Febrina Siska Widyaningtyas et al.

In this paper, we describe a presentation on the physics of Gudeg, a traditional food from Indonesia specifically originated in the Special District of Yogyakarta. This learning context is designed for the high school physics curricula. The physics presentation focuses on the making processes of Gudeg. Qualitative interviews with Gudeg makers were carried out by the researchers to thematize the process of making Gudeg and highlight its educational connections for the physics learning. Five extracted learning themes are how the density concept behind peeling the jackfruit skin (main Gudeg ingredient), how the relation between the Youngs modulus concept and the jackfruit sections, how the texture-torque experiment of the sweet and tasty gudeg, how the effect of boiling mechanism on the texture of the jackfruit, and how the conduction and convection of the preserved Gudeg. Using our learning strategy which is so-called Collaborative Project based Teaching, we provide simple experimentations and demonstrations of the physical concepts behind these Gudeg processes that are promising for conceptual physics learning by managing triple educational roles between teachers, students, and Gudeg practitioners. This approach can be generally adopted beyond physics to promote the excitement of traditional knowledge which can enhance pedagogical approach in educational setting.

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.

İzzet Sakallı

Physics plays a fundamental role in advancing pharmacy education and research, providing theoretical underpinnings and practical tools necessary to address complex challenges in drug development, delivery, and diagnostics. This review explores the integration of physics into the pharmacy curriculum, highlighting how principles such as fluid dynamics, thermodynamics, and spectroscopy (Tokgoz and Sakalli, 2018) enhance students' critical thinking and problem-solving skills. Additionally, it examines the pivotal contributions of physics to pharmaceutical research, including molecular modeling, imaging technologies like MRI and PET, and nanotechnology-driven drug delivery systems. Despite challenges in interdisciplinary collaboration and resource allocation, innovative teaching strategies and laboratory based learning are shown significant promise. Looking forward, the convergence of artificial intelligence and physics, as highlighted by recent Nobel Prize achievements in attosecond physics and bioorthogonal chemistry, is set to revolutionize pharmaceutical sciences, offering unprecedented precision and efficiency in drug discovery and personalized medicine.

Paulo Henrique Eleuterio Falsetti, André Coelho da Silva, Leonardo Geraldino da Silva et al.

Ohm's law is crucial for understanding electrical circuits and conductive materials. Formulated by Georg Simon Ohm in the 19th century, it describes the direct proportional relationship between electric voltage and electric current in ohmic conductors. Despite its apparent simplicity, the literature has pointed out that students at different educational levels have difficulty understanding it, especially due to the abstraction associated with the concepts of electric voltage, electric current, and electrical resistance. In order to provide possibilities to overcome this abstraction and the associated learning difficulties, the present work proposes an experimental activity that applies Ohm's law to determine the nanometer-scale thickness of 6B graphite traces deposited on tracing paper. The employed methodology is based on measuring physical quantities such as electric voltage, electric current, and length, and on analyzing the collected data. The thickness of the graphite traces determined by this method was also compared with values obtained using a scanning probe microscope (SPM). Based on the proposed methodology, the thickness of the traces was determined to be 456.5(34)~nm, while SPM measurements yielded an average thickness of 440(50)~nm. Thus, the results show good agreement between the measurements within experimental uncertainties, validating the effectiveness of the suggested methodology and indicating that it is a viable proposal for electricity courses in higher education and, with adaptations, even for high school.

Stanislav Pozdniakov, Jonathan Brazil, Oleksandra Poquet et al.

In the contemporary educational landscape, particularly in large classroom settings, discussion forums have become a crucial tool for promoting interaction and addressing student queries. These forums foster a collaborative learning environment where students engage with both the teaching team and their peers. However, the sheer volume of content generated in these forums poses two significant interconnected challenges: How can we effectively identify common misunderstandings that arise in student discussions? And once identified, how can instructors use these insights to address them effectively? This paper explores the approach to integrating large language models (LLMs) and Retrieval-Augmented Generation (RAG) to tackle these challenges. We then demonstrate the approach Misunderstanding to Mastery (M2M) with authentic data from three computer science courses, involving 1355 students with 2878 unique posts, followed by an evaluation with five instructors teaching these courses. Results show that instructors found the approach promising and valuable for teaching, effectively identifying misunderstandings and generating actionable insights. Instructors highlighted the need for more fine-grained groupings, clearer metrics, validation of the created resources, and ethical considerations around data anonymity.

J. Anasagasti, A. Berciano, A. Izagirre

Over the last decades,it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics blockdepending on the methodology used and gender, where the sample consists of 132 students in the third year of the PE undergraduate degree in theUniversity of the Basque Country(Universidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU). To determine the profiles, a cluster analysis technique has been used, where the main variables to determine them are, on the one hand, their statistical competence development and, on the other hand, the evolutionof their attitude towards statistics. In order to better understand the nature of the profiles obtained, the type of teaching methodology used to work on the Statistics block has been taken into account. This comparison is based on the fact that the sample is divided into two groups: one has worked with a Project Based Learning (PBL) methodology,while the other has worked with a methodology in which theoretical explanations and typically decontextualized exercises predominate. Among the results obtained,three differentiated profiles areobserved, highlighting the proportion of students with an advantageous profile in the group where PBL is included.With regard to gender, the results show that women's attitudes towardstatistics evolvedmore positively than men's after the sessions devoted to statistics in the PBL group.

Justin Hom, Jennifer Patience, Karen Knierman et al.

Research-based active learning approaches are critical for the teaching and learning of undergraduate STEM majors. Course-based undergraduate research experiences (CUREs) are becoming more commonplace in traditional, in-person academic environments, but have only just started to be utilized in online education. Online education has been shown to create accessible pathways to knowledge for individuals from nontraditional student backgrounds, and increasing the diversity of STEM fields has been identified as a priority for future generations of scientists and engineers. We developed and instructed a rigorous, six-week curriculum on the topic of observational astronomy, dedicated to educating second year online astronomy students in practices and techniques for astronomical research. Throughout the course, the students learned about telescopes, the atmosphere, filter systems, adaptive optics systems, astronomical catalogs, and image viewing and processing tools. We developed a survey informed by previous research validated assessments aimed to evaluate course feedback, course impact, student self-efficacy, student science identity and community values, and student sense of belonging. The survey was administered at the conclusion of the course to all eleven students yielding eight total responses. Although preliminary, the results of our analysis indicate that student confidence in utilizing the tools and skills taught in the course was significant. Students also felt a great sense of belonging to the astronomy community and increased confidence in conducting astronomical research in the future.

Laia Coma Quintana, Tania Martínez Gil, Elur Ulibarrena Herce

Casa Fantikorena en la localidad de Arteta (Navarra) acoge el Museo Etnográfico del Reino de Pamplona, una instalación artística por sí misma, que destaca por su gran colección de objetos históricos. Su objetivo es conservar la memoria del pasado a partir de los relatos de cada uno de los objetos recopilados por Joxe Ulibarrena Arellano a lo largo de toda una vida. Este patrimonio objetual, y esta forma de entender la cultura material, son el eje vertebrador de la propuesta pedagógica Museo Itinerante: 100 objetos para hacer Historia, una actividad que viaja a la escuela y que fomenta la interrogación y análisis de objetos cotidianos para reconstruir de forma significativa la historia reciente y conectarla a la sociedad a través de la Red.

Súsanna Margrét Gestsdóttir, Jannet van Drie, Carla van Boxtel

In this study, we investigated the role of an observation instrument on teaching historical thinking and reasoning (HTR) in fostering teachers’ capability to teach historical reasoning. The aim was to see how Teach-HTR, an observation instrument that focusses on teacher behaviour when teaching HTR, can be used to enhance the professional growth of history student teachers in its teaching. We conducted a case study focusing on teacher training where a teacher educator integrated the use of the instrument in his regular practice. After investigating the changes in student teachers’ beliefs, knowledge and practices by conducting pre- and post-measurements we used the Interconnected Model of Professional Growth to examine it further. The case study shows the Teach-HTR observation instrument helps student-teachers identify the teacher behaviour that enhances the teaching of HTR. It provides indications of the instrument’s utility in enhancing professional growth.

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.

Sehyun Lim, Taeyeon Oh, Guy Ngayo

This research employs machine learning analysis on extensive data from a prominent Korean life insurance company to substantiate the insurance demand theory, which posits that insurance demand increases with risk aversion. We quantitatively delineate the traits of risk-averse individuals.Our study focuses on a cohort of 94,306 individuals who have filed insurance claims due to illness. To forecast prospective insurance consumers inclined toward additional purchases, we construct a predictive model using a machine learning algorithm. This model incorporates 19 demographic and socioeconomic factors as independent variables, with additional insurance acquisition as the dependent variable. Consequently, we uncover the distinctive characteristics of consumers predicted to acquire supplementary insurance products.Our findings reveal a significant association between the independent variables and the likelihood of purchasing additional insurance. Notably, 10 out of the 19 independent variables exert a substantial influence on additional insurance acquisitions. These characteristics encompass residence in rural areas, a higher likelihood of being female, advanced age, increased assets, a higher likelihood of being blue-collar workers, lower education levels, a greater likelihood of being married or divorced/separated, a history of cancer, and a predisposition for existing policyholders with prior subscriptions to actual loss insurance or substantial insurance contract amounts.Our study holds academic significance by addressing limitations observed in prior research, which predominantly relied on questionnaires to qualitatively assess risk aversion. Instead, we offer specific insights into individual characteristics associated with risk aversion.Moreover, we anticipate that Korean insurance companies can leverage these insights to attract new clientele while retaining existing members through predictive risk aversion analysis. These findings also offer valuable insights across a spectrum of disciplines, including business administration, psychology, education, sociology, and sales/marketing, related to individuals' risk preferences and behaviors.

G. Aad, B. Abbott, D. C. Abbott et al.

Abstract In a special run of the LHC with $$\beta ^{\star } = 2.5$$ β ⋆ = 2.5  km, proton–proton elastic-scattering events were recorded at $$\sqrt{s} = 13$$ s = 13  TeV with an integrated luminosity of $$340~\upmu {\text {b}}^{-1}$$ 340 μ b - 1 using the ALFA subdetector of ATLAS in 2016. The elastic cross section was measured differentially in the Mandelstam t variable in the range from $$-t = 2.5 \cdot 10^{-4}$$ - t = 2.5 · 10 - 4  GeV $$^{2}$$ 2 to $$-t = 0.46$$ - t = 0.46  GeV $$^{2}$$ 2 using 6.9 million elastic-scattering candidates. This paper presents measurements of the total cross section $$\sigma _{\text {tot}}$$ σ tot , parameters of the nuclear slope, and the $$\rho $$ ρ -parameter defined as the ratio of the real part to the imaginary part of the elastic-scattering amplitude in the limit $$t \rightarrow 0$$ t → 0 . These parameters are determined from a fit to the differential elastic cross section using the optical theorem and different parameterizations of the t-dependence. The results for $$\sigma _{\text {tot}}$$ σ tot and $$\rho $$ ρ are $$\begin{aligned} \sigma _{\text {tot}}(pp\rightarrow X) = 104.7 \pm 1.1 \; \text{ mb },\quad \rho = 0.098 \pm 0.011 . \end{aligned}$$ σ tot ( p p → X ) = 104.7 ± 1.1 mb , ρ = 0.098 ± 0.011 . The uncertainty in $$\sigma _{\text {tot}}$$ σ tot is dominated by the luminosity measurement, and in $$\rho $$ ρ by imperfect knowledge of the detector alignment and by modelling of the nuclear amplitude.

Abdo Kampe, Moorthy Kannaiyan Abbai, Dagnamyelew Tilahun et al.

Background Hepatitis B virus (HBV) is one of the major threats to global health, affecting millions of people each year and causing morbidity and mortality. The risk of acquiring chronic HVV infection varies with age, with 90% of infections acquired during the perinatal period. Despite many studies, there is little evidence of this virus in the Borena Zone. Objectives This study was done to assess seroprevalence HBVinfection and associated factors among pregnant women attending antenatal care at selected Borena Zone public hospitals from June 1 to September 30, 2022. Methods A cross-institutional study was conducted on 368 randomly selected pregnant women who received antenatal care at Yabelo General Hospital and Moyale Primary Hospital. Data on sociodemographic and HBV-related factors were collected using a structured questionnaire. A 5 mL blood sample is then taken and tested using a diagnostic method, the enzyme-linked immunosorbent assay. Finally, data were entered using Epidata version 3.1 and exported to SPSS version 25 and Stata version 14 for analysis. Independent predictors were identified using logistic regression analysis and P  < .05 was considered statistically significant. Results The prevalence of HBV infection was 21 (5.7%) (95% confidence interval [CI], 3.74-8.61). History of hospitalization (adjusted odds ratio [AOR] =  3.44, 95% CI, 1.07-11.09), traditional tonsillectomy (AOR =  4.16, 95% CI, 1.29-13.40), history of sexually transmitted infection (AOR = 5.99, 95% CI, 1.81-19.85), human immunodeficiency virus (HIV) (AOR = 8.28, 95% CI, 1.66-41.41), and alcohol drinking (AOR = 5.08, 95% CI, 1.49-17.31) were independent predictors of HBV infection. Conclusions The results of this study indicate a moderate prevalence of HBV in selected public hospitals in the Borena Zone. History of hospitalization, traditional tonsillectomy, sexually transmitted infections, HIV, and alcohol use was significantly associated with HBV infection. Therefore, there is a need to conduct health education and more community-based research on disease transmission routes.

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.

A. Zanella, C. M. Harrison, S. Lenzi et al.

Over the last ten years there has been a large increase in the number of projects using sound to represent astronomical data and concepts. Motivation for these projects includes the potential to enhance scientific discovery within complex datasets, by utilising the inherent multi-dimensionality of sound and the ability of our hearing to filter signals from noise. Other motivations include creating engaging multi-sensory resources, for education and public engagement, and making astronomy more accessible to people who are blind or have low vision, promoting their participation in science and related careers. We describe potential benefits of sound within these contexts and provide an overview of the nearly 100 sound-based astronomy projects that we identified. We discuss current limitations and challenges of the approaches taken. Finally, we suggest future directions to help realise the full potential of sound-based techniques in general and to widen their application within the astronomy community.

Dílson César Devides, Michelle Mittelstedt

Bogatov Egor, Korenev Artem, Mikhailov Ilya

One of the variants for systematizing the activities of the historian of mathematics is proposed, as well as a scheme for organizing research and search work in the preparation of scientific articles and reports on the history of science.

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.