While numerous studies targeted the effects of blended learning (BL) on English as a foreign language (EFL) students’ written products, a study to determine the mechanism of what factors in the BL environment impact EFL writing performance is under-researched. In response, the authors drew on Bandura’s triadic reciprocal determinism and Venkatesh et al.’s unified theory of acceptance and use of technology to navigate the hypothesized research model in an exploratory sequential mixed methods design. The sample included six participants in the initial qualitative phase and 148 respondents in the later quantitative phase. The findings based on the statistical analysis of measurement and structural models indicate that BL improves students’ global aspects of writing (task fulfillment, organization) more than their local matters (vocabulary, grammar). In the BL environment, environmental factors and students’ personal factors significantly influence their behaviors, which powerfully predict their writing performance. In the indirect relation, writing performance is impacted almost equally by the BL environmental factors and students’ personal factors. The study suggests some conclusions on the roles of individual, environmental, and behavioral factors in affecting writing performance and implications for promoting the BL prospect in the EFL writing context.
Electronic computers. Computer science, Theory and practice of education
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.
This research aims to determine the effect of basic literacy on the reading ability of fourth grade students at SD Negeri 065011 Medan Selayang, district for the 2023/2024 academic year. This type of research is quantitative using the expost-facto method. The population of this study was all fourth grade students at SD Negeri 065011 Medan Selayang District, totaling 77 students. Sampling was taken using a purposive sampling technique and 28 students were obtained. The results of this study show that students' reading ability is in the very good category with an average of 82.46. The results of this research show that the results of the correlation test can be seen that the correlation coefficient is 0.687, meaning that r_count (0,687) ≥ r_tabel (0.374) then is accepted. So there is a very strong influence between basic literacy on the reading ability of students in class IV of SD Negeri 065011 Medan Selayang District. It can also be seen from the t-test where t_count > t_table, namely 4,817 ≥ 2,056, thus stating that h_a is accepted. This shows that there is a significant positive influence from the use of basic literacy on the reading ability of students in class IV of SD Negeri 065011, Medan Selayang District, Academic Year 2023/2024.
Bringing new approaches to science teaching such as interdisciplinary, problem-based teaching into schools has proved a slow and difficult process. One of the means to bring about the change is through teacher education. This study is a qualitative study inspired by constructivist Grounded Theory which explores how four new teachers educated from programmes with an explicit focus on changing science teaching in schools, experience the transition from being a teacher student to being a teacher. The study found that new teachers were able to transfer approaches to science teaching from education to profession in the cases where 1) their teaching profile gave them the flexibility to plan interdisciplinary science teaching, 2) education and discourse in the schools aligned, 3) they were supported by management and 4) they experienced support in a community of practice with people they had studied with.
In a rapidly evolving higher education landscape, fostering cross-disciplinary collaborations is vital to preparing students for the complexities of contemporary professional, social, and political contexts. This presentation explored how Learning Developers at London Southbank University (LSBU), an institution committed to vocationally relevant and professionally recognised education (London Southbank University, 2025), led initiatives to embed discipline-specific Academic Practice(s) and English Language support into curricula.
Focusing on two diverse programmes, Level 4 (first year, undergraduate) BA Business Management and Level 6 (final year, undergraduate) BA Fashion Communication, Learning Developers collaborated with subject tutors to identify key areas where students faced challenges in engaging with academic content. In Business Management, interventions targeted critical reading and analysis skills needed to evaluate case-studies and construct evidence-based arguments. In Fashion Communication, teaching focused on fostering critical reflection to refine research questions, aims and objectives, and methodologies/methods for critical research proposals, while enhancing peer-to-peer feedback to align with academic standards. These collaborations resulted in co-designed materials, co-teaching, and workshops tailored to each programme’s unique demands.
Preliminary results highlighted the transformative impact of this approach. Students in both programmes reported increased confidence in navigating discipline-specific academic language and applying it within their fields. Quantitative data show improvements in first-time assignment submission rates, overall pass rates, and the quality of submitted work. Academic staff also noted enhanced student participation and deeper critical engagement with course materials.
This case study demonstrated how embedding academic practice(s) within vocationally focused programmes can address persistent barriers to student achievement. It offered a replicable model for institutions seeking to enhance outcomes by bridging disciplinary divides and equipping students to engage critically in diverse contexts.
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.
Action research is a preferred research method among primary and secondary school teachers. However, due to the lack of in-depth understanding of action research, teachers have encountered various challenges in the actual research process. Establishing a structural model for developing action research capabilities can help frontline teachers accurately grasp the essence of action research and truly understand what it is and how to conduct it. Based on research and analysis of relevant literature, combined with teaching practice, a "stepped-multifaceted" ability structure model has been extracted, with core competency elements such as "problem awareness, communication and collaboration skills, research skills, analytical and summarization skills, and reflection and improvement skills". This model visualizes the action research ability of primary and secondary school teachers. Based on this model, the following pathways have been proposed to enhance teachers' action research capabilities and promote their professional development: creating a community that encourages teacher communication and collaboration skills, using the concept of "community" to enhance their participation abilities; using research projects to drive teachers' development of research skills by allowing them to learn through practical experience; encouraging teachers to engage in continuous reflection throughout the entire research process, thereby stimulating their problem awareness and research consciousness; emphasizing the importance of lifelong learning and improving one's abilities through the cyclical process of "learning-action".
Vilma Ribeiro de Almeida, Lucélia Lira Moura Teixeira, Thelma Valentina de Oliveira Fredrych
et al.
Este artigo aborda a temática da educação inclusiva no Brasil, destacando reflexões sobre a valorização do papel social do aluno, a importância da legislação, e os desafios enfrentados no sistema educacional. Além disso, discute a aplicação da abordagem Ciência, Tecnologia e Sociedade (CTS) como uma ferramenta interdisciplinar para promover a inclusão escolar de alunos com necessidades educativas especiais (NEE). Objetivou analisar as potencialidades e as limitações da abordagem Ciência, Tecnologia e Sociedade (CTS) na promoção da inclusão de alunos com necessidades especiais em uma escola de Ensino Fundamental I. São apresentados procedimentos metodológicos a partir da abordagem qualitativa, respeitando os princípios éticos. Como instrumento de pesquisa utilizou-se o questionário na ferramenta google forms aplicado para os professores em uma escola do Ensino Fundamental no Estado do Tocantins, visando compreender as percepções dos professores sobre a educação inclusiva e a abordagem CTS. Como resultados destacam-se: os participantes da pesquisa apresentam uma receptividade positiva com relação à abordagem CTS, embora alguns ainda não estejam familiarizados com o conceito; uma concentração significativa de participantes, com idades predominantemente entre 41 e 50 anos, indicando uma possível evasão de jovens da carreira docente e, por fim, a formação continuada de professores sobressai como um aspecto relevante neste estudo, com destaque para a falta de preparo específico para lidar com alunos com NEE. A falta de formação específica e de apoio pode ser uma das limitações com relação à percepção dos professores sobre a viabilidade e eficácia dessa abordagem em suas práticas pedagógicas.
Education (General), Theory and practice of education
Tor Ole B. Odden, Halvor Tyseng, Jonas Timmann Mjaaland
et al.
We propose a technique for performing deductive qualitative data analysis at scale on text-based data. Using a natural language processing technique known as text embeddings, we create vector-based representations of texts in a high-dimensional meaning space within which it is possible to quantify differences as vector distances. To apply the technique, we build off prior work that used topic modeling via Latent Dirichlet Allocation to thematically analyze 18 years of the Physics Education Research Conference proceedings literature. We first extend this analysis through 2023. Next, we create embeddings of all texts and, using representative articles from the 10 topics found by the LDA analysis, define centroids in the meaning space. We calculate the distances between every article and centroid and use the inverted, scaled distances between these centroids and articles to create an alternate topic model. We benchmark this model against the LDA model results and show that this embeddings model recovers most of the trends from that analysis. Finally, to illustrate the versatility of the method we define 8 new topic centroids derived from a review of the physics education research literature by Docktor and Mestre (2014) and re-analyze the literature using these researcher-defined topics. Based on these analyses, we critically discuss the features, uses, and limitations of this method and argue that it holds promise for flexible deductive qualitative analysis of a wide variety of text-based data that avoids many of the drawbacks inherent to prior NLP methods.
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
Rudrajit Choudhuri, Ambareesh Ramakrishnan, Amreeta Chatterjee
et al.
Generative AI (genAI) tools (e.g., ChatGPT, Copilot) have become ubiquitous in software engineering (SE). As SE educators, it behooves us to understand the consequences of genAI usage among SE students and to create a holistic view of where these tools can be successfully used. Through 16 reflective interviews with SE students, we explored their academic experiences of using genAI tools to complement SE learning and implementations. We uncover the contexts where these tools are helpful and where they pose challenges, along with examining why these challenges arise and how they impact students. We validated our findings through member checking and triangulation with instructors. Our findings provide practical considerations of where and why genAI should (not) be used in the context of supporting SE students.
Students often begin physics courses with misconceptions rooted in everyday experience and intuition, which can be resistant to change. While research has identified strategies for addressing misconceptions across physics, it remains unclear whether different domains, like classical and quantum physics, require different approaches. On one hand, quantum concepts are further removed from daily experience, possibly requiring specialized strategies. On the other, all physics must be learned rather than innately understood, and classical physics already contains many counterintuitive ideas, suggesting the same strategies may be equally valid. To explore this question, we first develop a structure to organize the existing literature on addressing misconceptions in physics education. We identify 126 studies, which we group into six categories, three of which include further subcategories. Rather than offering a comprehensive literature review, this scheme provides a structural lens through which to compare how various strategies align. We then take an instructor-centered approach, using our framework to guide interviews with quantum physics instructors. We interview 12 instructors from the University of Waterloo's Institute for Quantum Computing and the Perimeter Institute who have collectively taught over 100 quantum courses. Our findings suggest that quantum physics instructors find strategies similar to those used in classical physics effective for identifying and addressing misconceptions. This highlights the potential to adapt, rather than replace, existing instructional tools to better meet the conceptual challenges of quantum physics. Our work provides practical insights for educators and curriculum designers aiming to support deeper understanding in quantum mechanics.
Jannik Henze, Julia Lademann, Sebastian Becker-Genschow
et al.
The integration of artificial intelligence (AI) into education presents new opportunities for supporting learning processes. This study investigates the impact of AI-assisted versus traditional Excel-based data analysis on both learning outcomes and emotional-motivational responses in a physics education context. A custom GPT-based chatbot, ExperiMentor, was developed to support student teachers in analyzing experimental data from thread and spring pendulum experiments. Fifty student teachers were randomly assigned to either the AI or Excel group, with both groups completing identical tasks in a guided setting. Learning progress was measured using pre- and post-tests, while emotional and motivational variables were assessed through structured surveys. Both groups demonstrated significant learning gains, with no statistically significant differences found between them in terms of cognitive performance. However, the AI group reported substantially higher levels of engagement, enjoyment, and perceived method effectiveness compared to the Excel group. These findings suggest that interactive AI tools may enhance the affective dimensions of learning, even when cognitive outcomes remain comparable to traditional methods. The results underscore the importance of integrating AI not as a replacement for instructional design, but as a supportive element within pedagogical frameworks. Future research should explore long-term retention effects, the role of learner diversity, and comparisons with other forms of pedagogical support.
Article analysis assignments are common in First Year Writing. This paper argues that animated GIFs are an effective bridge between informal and formal literacies and encourage students to engage in the more critical elements of the genre. This article helps instructors to incorporate low-tech and low stakes multimodal elements into their assignment cycles.
Theory and practice of education, Language and Literature
Catherine Riegle-Crumb, Karisma Morton, Chelsea Moore
et al.
Owing to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes toward science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands-on-Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels.
This article aims to uncover the implementation of e-book-based teaching materials for makeup learning. The method used in this article is the literature review. Based on the study of literature it can be concluded that among the teaching materials e-book is important to pay attention to the constituent components, namely. (a) Display of e-book teaching materials, including book cover design, shape, size, and image. (b) The content of the e-book teaching materials, including the composition of the text, the standard rules of book preparation (aspects of material completeness, language, and usefulness), and dictionaries or glossaries. The learning of the history of Makeup is very important to be mastered by students because the learning of the history of makeup trains students in practicing their knowledge and for the provision of students after graduating from college so that students majoring in skin beauty can open a business in the field of bridal makeup. Related to this, students must be able to master the history of makeup well. On the other hand, students still have a lot of difficulty in mastering the concept of learning the history of makeup and still lack references obtained by students to increase their knowledge. The use of learning media is considered as one of the most appropriate solutions in presenting bridal makeup materials in learning. In addition, the study of the history of makeup is one of the learnings that must students in understanding the concepts contained in it, such as the wedding ceremony, wearing clothes and accessories, and how to apply makeup of the bride.
The study aims to provide theoretical justification of informational-semantic, verbal-substantive, motivational-regulatory, creative-activity, cognitive and value-ethical content of foreign-language education at higher education institutions for fostering personal intellectual culture in undergraduate pedagogical students. The article presents development of content of foreign-language education as a means for comprehensive and integrated fostering of intellectual culture in future teachers. Scientific novelty of the research lies in identifying and substantiating content features of foreign-language education at higher education institutions in accordance with fundamental characteristics and functional manifestations of personal intellectual culture subsystems of future teachers as a benchmark for education intellectualisation at higher education institutions. As a result of the study, the researcher has justified the main requirements for selecting content of foreign-language education at higher education institutions to ensure practical implementation of the target component concerning fostering of personal intellectual culture in undergraduate pedagogical students by means of foreign-language education.
A pesar de una apuesta firme por la implantación de una evaluación continua y formativa en el contexto universitario, en la práctica, este tipo de evaluación todavía hoy no es una realidad. En este marco de evaluación, los procesos de feedback toman una relevancia clave como facilitadores del aprendizaje. Sin embargo, los resultados de las investigaciones que se han llevado a cabo en los últimos años sobre el feedback concluyen que los estudiantes no lo utilizan, es decir, no lo aprovechan para mejorar su aprendizaje. El objetivo del presente artículo es aportar evidencias sobre cómo la estrategia basada en la reelaboración del trabajo académico puede promover la implicación de los estudiantes con el feedback en entornos virtuales o híbridos. Para dar respuesta a este objetivo se diseñó un cuasi-experimento con medidas pre-post. La muestra estuvo compuesta por 76 estudiantes que recibieron la intervención (reelaboración del trabajo a partir del feedback recibido y entrega final) y 60 del grupo control. Los resultados ponen de manifiesto que la reelaboración del trabajo va asociada a niveles más altos de implicación con el feedback. La discusión sitúa la relevancia de los resultados en contextos virtuales o con un uso intensivo de la tecnología y su potencialidad para transferirlos a la práctica educativa, por su impacto en la regulación y en el diseño de prácticas realmente formativas que contribuyan al aprendizaje.
ARTÍCULO COMPLETO:
https://revistas.uned.es/index.php/ried/article/view/29107/23179
Education (General), Theory and practice of education