Hasil untuk "Special aspects of education"

Mathilde Gyger, Brigitte Heckendorn, Maria Kassis et al.

MATERIALIEN ZUR ERMITTLUNG SCHULSPRACHLICHER RESSOURCEN IN DER ERSTSPRACHE NEU ZUGEZOGENER SCHÜLERINNEN UND SCHÜLER Placing newly-arrived children and adolescents appropriately in Swiss schools while accounting for their school knowledge and skills in their first language is increasingly relevant for schools with regard to rising numbers of refugees. In the coming two years, the FHNW School of Education and the publisher “Schulverlag plus” will develop materials for the assessment of school-related linguistic competences of newly-arrived children and adolescents who do not speak German. The new product is a successor to the publication „Erfolgreich integriert?“ (Gyger & Heckendorn, 1999) and includes the template „Kopiervorlagen Aufnahme und Einschulung“. The material enables observation and assessment of linguistic knowledge and skills in the most relevant immigrant languages of Switzerland today. It is primarily directed at teachers specialized in German as a second language and mother tongue instructors and interpreters. This contribution presents some of the basic conceptual considerations related to the development of the material.

Mariam Rochikashvili, Gvantsa Vardosanidze, Nino Shiukashvili et al.

Background Empathy is central to patient-centred care and professional identity, yet medical students’ empathy often declines as they transition into clinical training. Theatre-based, arts-and-humanities interventions have been proposed to support empathic communication, but are usually evaluated with self-report rather than performance-based measures. Methods We conducted a single-institution, single-group pre–post pilot evaluation of an extracurricular, four-week theatre-based empathy programme for third-year medical students. All 60 students were eligible; 18 volunteered on a first-come, first-served basis, and 12 who attended all eight sessions and completed both assessments formed the analytic sample. The programme, co-facilitated by a professional actor and clinician, was grounded in Kolb’s experiential learning cycle and applied theatre principles. Teaching methods included repeated doctor–patient role-plays in breaking-bad-news scenarios, alternating doctor/patient perspectives, and structured feedback on communication and emotional presence. Observable empathic communication behaviours in simulated consultations were measured before and after the programme using the Empathetic Communication Assessment Form (five domains, 10-point scale), rated by the faculty member and actor. Pre–post differences were analysed with paired-samples t-tests and within-subject effect sizes (Cohen’s d). Results Students (n = 12) showed significant improvements across all domains. Mean increases ranged from +1.3 to +2.6 points on the 10-point scale, with large effect sizes (Cohen’s d ≈ 1.5–2.8). The largest gains were in Empathetic Communication (+2.2), Relating to the Listener (+2.6) and Verbal Communication (+2.4). All students improved in their overall checklist score (range +0.8 to +3.1). Conclusions This small, single-group pilot suggests that a brief, theatre-based, pre-clerkship programme co-facilitated by a professional actor and clinician may enhance observable empathic communication behaviours in simulated breaking-bad-news encounters. Although limited by the small, self-selected sample and absence of a control group, the findings support further, larger-scale and longitudinal evaluation of theatre-based empathy teaching within arts-and-humanities-informed medical curricula.

Natalia Revenga-Lozano, Karina E. Avila, Steffen Steinert et al.

Multiple external representations (MERs) and personalized feedback support physics learning, yet evidence on how personalized feedback can effectively integrate MERs remains limited. This question is particularly timely given the emergence of multimodal large language models. We conducted a 16-24 week observational study in high school physics (N=661) using a computer-based platform that provided verification and optional elaborated feedback in verbal, graphical and mathematical forms. Linear mixed-effects models and strategy-cluster analyses (ANCOVA-adjusted comparisons) tested associations between feedback use and post-test performance and moderation by representational competence. Elaborated multirepresentational feedback showed a small but consistent positive association with post-test scores independent of prior knowledge and confidence. Learners adopted distinct representation-selection strategies; among students with lower representational competence, using a diverse set of representations related to higher learning, whereas this advantage diminished as competence increased. These findings motivate adaptive feedback designs and inform intelligent tutoring systems capable of tailoring feedback elaboration and representational format to learner profiles, advancing personalized instruction in physics education.

Apryl L. Poch, Pyung-Gang Jung, Kristen L. McMaster et al.

Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study’s coding structure to explore usability and feasibility of a professional development (PD) system designed to support teachers’ DBI use. Eleven special educators across two Midwestern school districts participated. Findings revealed teachers perceived supports such as alignment and structure as facilitators of DBI implementation; external conflicts remained challenges. Suggestions for teachers new to DBI were also generated from the data. Findings directly informed further revisions made to the PD system and continue to support teacher-level variables needed to promote teachers’ use of data-based practices.

Ludmila Bárbara Silverio Jiménez, Olga Lidia Pérez Fleites, María Esther Canalda Benítez

Fundamento: la formación de profesionales comprometidos con el desarrollo social constituye una misión de la educación superior en Cuba, debido a que la sociedad demanda un profesional capaz de interactuar eficazmente en su contexto comunitario. Objetivo: diseñar un modelo pedagógico que contribuya al desarrollo de habilidades profesionales pedagógicas para el trabajo comunitario en la formación del profesional de la educación superior. Métodos: se realizó una investigación de desarrollo en la Facultad de Educación Infantil, de la Universidad Central “Marta Abreu” de Las Villas, en el período 2021-2023. Se emplearon métodos científicos para obtener resultados válidos y confiables, los métodos teóricos: analítico-sintético, inducción-deducción, sistémico-estructural y la modelación; de los empíricos: el análisis documental, la observación científica, la encuesta a los docentes y expertos, lo cual permitió la recopilación de datos para garantizar la validez de los hallazgos, mientras que el análisis estadístico permitió determinar la significancia de los resultados. Resultados: el modelo concebido está conformado por diferentes componentes en una orgánica integración y su aplicación en la práctica tiene lugar a través de la estrategia curricular de desarrollo comunitario de la Facultad Educación Infantil, de la Universidad Central “Marta Abreu” de Las Villas. Conclusiones: el modelo pedagógico orientado al desarrollo de habilidades profesionales desde la formación del profesional fue valorado como aplicable, pertinente, novedoso y muy adecuado por los expertos consultados porque proporciona las herramientas necesarias para realizar un trabajo comunitario exitoso.

Razan Hamed, Amogh Sirnoorkar, N. Sanjay Rebello

Pre-service teachers play a unique dual role as they straddle between the roles of students and future teachers. This dual role requires them to adopt both the learner's and the instructor's perspectives while engaging with pedagogical and content knowledge. The current study investigates how pre-service elementary teachers taking a physical science course prompt AI to generate representations that effectively communicate conceptual ideas to two distinct audiences. The context involves participants interacting with AI to generate appropriate representations that explain the concepts of wave velocity to their elementary students (while casting themselves as teachers) and the Ideal Gas Law to their English teachers (while casting themselves as students). Emergent coding of the AI prompts highlight that, when acting as teachers, participants were more explicit in specifying the target audience, predetermining the type of representation, and producing a broader variety of representations compared to when they acted as students. Implications of the observed 'exploratory' and 'prescriptive' prompting trends across the two roles on pre-service teachers' education and their professional development are discussed.

Gaia Fior, Carlo Fonda, Enrique Canessa

The facilitation of STEM education can be enhanced by the provision of opportunities for learners to gain a better understanding of science through the utilization of tangible and visual examples. The objective of this work is to present an account of our experiences and activities carried out in Italian schools with this novel approach. The selection of projects and experiences discussed --in which students develop a range of core competencies such as collaboration, creativity, critical thinking, experimentation, prototyping, communication and problem-solving; include tangible complex 3D printed structures, large micro-controller board replicas and the visualization of wind dynamics and tiny invisible elementary particles among others. These hands-on experiences demonstrate the benefits on the use of digital fabrication technologies implemented within a FabLab for STEM learning.

Tony Haoran Feng, Andrew Luxton-Reilly, Burkhard C. Wünsche et al.

Generative Artificial Intelligence (GenAI) offers numerous opportunities to revolutionise teaching and learning in Computing Education (CE). However, educators have expressed concerns that students may over-rely on GenAI and use these tools to generate solutions without engaging in the learning process. While substantial research has explored GenAI use in CE, and many Computer Science (CS) educators have expressed their opinions and suggestions on the subject, there remains little consensus on implementing curricula and assessment changes. In this paper, we describe our experiences with using GenAI in CS-focused educational settings and the changes we have implemented accordingly in our teaching in recent years since the popularisation of GenAI. From our experiences, we propose two primary actions for the CE community: 1) redesign take-home assignments to incorporate GenAI use and assess students on their process of using GenAI to solve a task rather than simply on the final product; 2) redefine the role of educators to emphasise metacognitive aspects of learning, such as critical thinking and self-evaluation. This paper presents and discusses these stances and outlines several practical methods to implement these strategies in CS classrooms. Then, we advocate for more research addressing the concrete impacts of GenAI on CE, especially those evaluating the validity and effectiveness of new teaching practices.

Henny Wanda Teresiya, Alexander Hamonangan Simamora, I Made Tegeh

Pembelajaran di SD Negeri 1 Tembokrejo masih berpusat pada guru dan masih menggunakan bantuan media konvensional menjadikan siswa kurang aktif serta minat dan hasil belajar menurun. Tujuan penelitian ini yakni untuk mendeskripsikan proses pengembangan dan validitas video pembelajaran berbasis kearifan lokal untuk kelas VI. Penelitian pengembangan ini menggunakan model ADDIE. Subjek penelitian ini adalah ahli isi pembelajaran, ahli desain, ahli media, 3 orang siswa sebagai uji coba perorangan, dan 8 orang siswa sebagai uji coba kelompok kecil. Metode yang digunakan dalam pengumpulan data yaitu kuisioner. Diperoleh hasil uji ahli isi pembelajaran sebesar 94%, uji ahli desain pembelajaran sebesar 88,00%, uji ahli media pembelajaran 92%, uji coba perorangan sebesar 93,33%, dan uji coba kelompok kecil sebesar 92,5% yang keseluruhan persentase skornya dikualifikasikan sangat baik. Implikasi dari penelitian ini adalah video pembelajaran ini mampu membuat siswa lebih aktif serta meningkatkan minat dan hasil belajar siswa juga membuka wawasan dan mengasah kemampuan guru untuk memanfaatkan teknologi dalam pembuatan media pembelajaran yang menarik, efektif dan bervariasi.

Brendan Appold, Sanjay Saint, David Ratz et al.

Abstract Background Oral case presentations – structured verbal reports of clinical cases – are fundamental to patient care and learner education. Despite their continued importance in a modernized medical landscape, their structure has remained largely unchanged since the 1960s, based on the traditional Subjective, Objective, Assessment, Plan (SOAP) format developed for medical records. We developed a problem-based alternative known as Events, Assessment, Plan (EAP) to understand the perceived efficacy of EAP compared to SOAP among learners. Methods We surveyed (Qualtrics, via email) all third- and fourth-year medical students and internal medicine residents at a large, academic, tertiary care hospital and associated Veterans Affairs medical center. The primary outcome was trainee preference in oral case presentation format. The secondary outcome was comparing EAP and SOAP on 10 functionality domains assessed via a 5-point Likert scale. We used descriptive statistics (proportion and mean) to describe the results. Results The response rate was 21% (118/563). Of the 59 respondents with exposure to both the EAP and SOAP formats, 69% (n = 41) preferred the EAP format as compared to 19% (n = 11) who preferred SOAP (p < 0.001). EAP outperformed SOAP in 8 out of 10 of the domains assessed, including advancing patient care, learning from patients, and time efficiency. Conclusions Our findings suggest that trainees prefer the EAP format over SOAP and that EAP may facilitate clearer and more efficient communication on rounds, which in turn may enhance patient care and learner education. A broader, multi-center study of the EAP oral case presentation will help to better understand preferences, outcomes, and barriers to implementation.

Francisco Mora-Vicarioli, Jorge Luis Arce-Solano, Susana Fernández-Alfaro

Objetivos. 1. Valorar la pertinencia de la generación de entornos virtuales únicos en los modelos de gestión académica y administrativa para ofertas de asignaturas de alta matricula de la cátedra de Finanzas de la UNED de Costa Rica. 2. Mostrar un referente de buenas prácticas para la gestión de asignaturas de alta matrícula que favorezcan la gestión académica y administrativa. Metodología. El estudio fue cualitativo, se hizo una recolección de datos por medio de una encuesta en línea y con un tipo de muestra incidental, por medio de la cual se contó con la participación de 23 docentes de la Cátedra de Finanzas para lograr valorar la experiencia de mejora propuesta, para el uso de los entornos virtuales en asignaturas masivas, por medio de un tipo de investigación orientada desde la fenomenología. Resultados. La investigación brindó insumos de valor en cuanto a la configuración del aula virtual en entornos únicos y con subgrupos, para asignaturas de alta matriculación, esta modalidad brindó un ahorro sustancial de tiempo en aspectos administrativos, en relación con el monitoreo de las labores docentes, así como el hecho de potenciar espacios de acompañamiento para consultas y atención de procesos de apelaciones sobre la evaluación de los aprendizajes. Se valoró, además, el uso de recursos didácticos, como el video, con el fin de brindar opciones flexibles en el modelo a distancia mediado por la virtualidad.

Nur Hidayah

Keterbatasan akses air bersih bagi masyarakat Desa Tinggiran Luar 2 memaksa mereka untuk menggunakan air dari sumber tersedia dengan kualitas yang belum memenuhi persyaratan. Warna air yang keruh dan perubahan rasa asin akibat instrusi air laut menjadi salah satu contoh rendahnya kualitas sumber air bagi masyarakat. Upaya mendapatkan air bersih selama ini dilakukan dengan pemberian tawas pada air yang diendapkan selama 24 jam.  Untuk itu maka dilakukan instalasi alat pengolahan air untuk masyarakat pesisir sungai di Desa Tinggiran Luar 2 dengan menggunakan metode nano filtrasi dan membran. Air sungai dialirkan ke dalam tangki penampung berkapasitas 1200 L untuk diendapkan selama 30 menit dengan penambahan 10 gram tawas. Selanjutnya air dari tangki penampung di alirkan ke dalam tabung filter silika dengan bantuan pompa air sebagai pemberi tekanan. Air keluaran tabung filter selanjutnya dialirkan menuju membran filter untuk memastikan turbiditas air berkurang jauh dan membantu agar kerja membran ultrafiltrasi tidak terlalu berat sehingga tidak perlu terlalu sering dilakukan proses pencucian. Tahapan terakhir adalah pengaliran air melalui membran ultrafiltrasi untuk membantu menghilangkan mikroorganisme dan bakteri yang terkandung di dalam air untuk selanjutnya ditampung pada tangki air bersih.  Air sungai yang diolah melalui alat instalasi nano filtrasi dan membran menunjukkan kualitas yang lebih baik dilihat dengan adanya peningkatan kejernihan air dan waktu yang pengolahan yang lebih efisien dibandingkan dengan metode pengendepan manual yang dilakukan masyarakat selama ini. Pemasangan alat pengolah air ini telah mampu membantu sebagian masyarakat Desa Tinggiran Luar II dalam memenuhi kebutuhan air sehari-hari sehingga tidak perlu membeli air lagi ke Banjarmasin.

Sergej Faletic, Philipp Bitzenbauer, Maria Bondani et al.

The GIREP community on teaching and learning quantum physics and the Education section of the Quantum flagship project of the European Union (QTEdu) have brought together different stakeholders in the field of teaching quantum physics on all levels, including outreach. The goal of QTEdu is to pave the way for the training of the future quantum workforce. To this end, it is necessary to understand the needs of the quantum technology (QT) field, make the general public aware of the existence and importance of QT, and introduce quantum physics already in high school, so that high school students can choose QT as their field of study and career. Finally, new university courses need to be established to support emerging specific profiles such as a quantum engineer. In this symposium, four QTEdu pilot projects were brought together to demonstrate how their complementary approaches have worked towards realising the above goals.

Alberto Maldonado-Romo, Lia Yeh

We discuss the challenges and findings of organizing an online event in Spanish, consisting of a series of introductory workshops leading up to a quantum hackathon for Latin America. 220 Spanish speakers were registered, 66% of whom self-identified as being at an introductory level of quantum computing. We gain a better picture of the impact of quantum computing in Latin America, and the importance of generating educational resources in Spanish about quantum computing. Additionally, we report results on surveying the participants by country; educational status; self-reported levels of quantum computing, linear algebra, and Python competency; and their areas of interest within quantum. This event was organized by Quantum Universal Education with the Centro de Investigación en Computación del Instituto Politécnico Nacional (CIC-IPN) as the host institution, in collaboration with a number of organizations and companies: IBM Quantum, Xanadu, Multiverse Computing, Quantum Universal Education, Quantum Hispano, QMexico, Haq.ai, Dive in Learning. This was part of a larger event, the Qiskit Fall Fest 2021, as one of several hackathons organized around the world in a similar span of time. In each Qiskit Fall Fest hackathon, participants were challenged to form teams of up to 5, to develop in 5 days a project using the IBM Qiskit framework.

Nabeel Gillani, Rebecca Eynon

Over the past decade, an explosion in the availability of education-related datasets has enabled new computational research in education. Much of this work has investigated digital traces of online learners in order to better understand and optimize their cognitive learning processes. Yet cognitive learning on digital platforms does not equal education. Instead, education is an inherently social, cultural, economic, and political process manifesting in physical spaces, and educational outcomes are influenced by many factors that precede and shape the cognitive learning process. Many of these are social factors like children's connections to schools (including teachers, counselors, and role models), parents and families, and the broader neighborhoods in which they live. In this article, we briefly discuss recent studies of learning through large-scale digital platforms, but largely focus on those exploring sociological aspects of education. We believe computational social scientists can creatively advance this emerging research frontier-and in doing so, help facilitate more equitable educational and life outcomes.

Jionghao Lin, Wei Tan, Ngoc Dang Nguyen et al.

Dialogue acts (DAs) can represent conversational actions of tutors or students that take place during tutoring dialogues. Automating the identification of DAs in tutoring dialogues is significant to the design of dialogue-based intelligent tutoring systems. Many prior studies employ machine learning models to classify DAs in tutoring dialogues and invest much effort to optimize the classification accuracy by using limited amounts of training data (i.e., low-resource data scenario). However, beyond the classification accuracy, the robustness of the classifier is also important, which can reflect the capability of the classifier on learning the patterns from different class distributions. We note that many prior studies on classifying educational DAs employ cross entropy (CE) loss to optimize DA classifiers on low-resource data with imbalanced DA distribution. The DA classifiers in these studies tend to prioritize accuracy on the majority class at the expense of the minority class which might not be robust to the data with imbalanced ratios of different DA classes. To optimize the robustness of classifiers on imbalanced class distributions, we propose to optimize the performance of the DA classifier by maximizing the area under the ROC curve (AUC) score (i.e., AUC maximization). Through extensive experiments, our study provides evidence that (i) by maximizing AUC in the training process, the DA classifier achieves significant performance improvement compared to the CE approach under low-resource data, and (ii) AUC maximization approaches can improve the robustness of the DA classifier under different class imbalance ratios.

Charles Reichhardt, Alex Small, Cristiano Nisoli et al.

Research framed around issues of diversity and representation is often controversial. The question of what constitutes a valid critique of such research, or the appropriate manner of airing such a critique, thus has a heavy ideological and political subtext. Here we outline an attempt to comment on a paper recently published in the research journal $\mathit{Physical}$ $\mathit{Review}$ - $\mathit{Physics}$ $\mathit{Education}$ $\mathit{Research}$ (PRPER). The article in question claimed to find evidence of 'whiteness' in introductory physics from analysis of a six-minute video. We argue that even if one accepts the rather tenuous proposition that 'whiteness' is sufficiently well defined to observe, the study lacks the proper controls, checks, and methodology to allow for confirmation or disconfirmation of the authors' interpretation of the data. The authors of the whiteness study, however, make the stunning claim that their study cannot be judged by standards common in science. We summarize our written critique and its fate, along with a brief description of its genesis as a response to an article in which senior officers of the American Physical Society (which publishes PRPER) explained that the appropriate venue for addressing issues with the paper at hand is via normal editorial processes.

Ozdemir Cetin, Murat Cakiroglu, Cüneyt Bayılmış et al.

In today's world, many technologically advanced countries have realized that real power lies not in physical strength but in educated minds. As a result, every country has embarked on restructuring its education system to meet the demands of technology. As a country in the midst of these developments, we cannot remain indifferent to this transformation in education. In the Information Age of the 21st century, rapid access to information is crucial for the development of individuals and societies. To take our place among the knowledge societies in a world moving rapidly towards globalization, we must closely follow technological innovations and meet the requirements of technology. This can be achieved by providing learning opportunities to anyone interested in acquiring education in their area of interest. This study focuses on the advantages and disadvantages of internet-based learning compared to traditional teaching methods, the importance of computer usage in internet-based learning, negative factors affecting internet-based learning, and the necessary recommendations for addressing these issues. In today's world, it is impossible to talk about education without technology or technology without education.

Elena V. Komelina

Problem and goal . Highly-qualified employees of IT section play an important role in the development of a state. Namely they make basic contribution to the innovative development of IT area, communication and telecommunication industries. By the experts’ projections, by the year 2027, the deficit of IT specialists in Russia will make two million people. In accordance with the Federal Program “Digital Economics of the Russian Federation” the educational system is supposed to provide the country by competent manpower. For these reasons some professions related to the IT field were specified and some changes in the admission quotas for universities were introduced. The research is aimed at the search of peculiarities, revealing of factors explaining small number of enrollees and great difference in the level of educational background for admission to studies on educational programs of higher education in the sphere of IT technologies. Methodology. Issues of the development of the information-oriented society and evaluation of the commitment of different regions of the country as well as theoretical aspects of availability of IT specialists have been scrutinized. The study is based on the detailed analysis of the statistical data on admittance of students into IT departments of universities and the number of university graduates trained as IT specialists in Russia. The data analysis has been run and some conclusions have been drawn. Results. The study revealed that the number of enrollees to the IT specialties hardly surpasses the number of state-funded openings. Some basic facts have been highlighted which testify that the list of enrollment tests whilst entering the same specialties in universities are different. Enrollees with different educational background are admitted onto IT-specialties. The research results let find reasons for scatter and varied total score. Conclusion. The obtained results testify that the problem of IT-specialists’ training is the issue of the day. Suggested range of factors can be considered as one of the reasons preventing from choosing the IT-specialties by school leavers.

Claudemir Miranda Barboza, Gladys Denise Wielewski

Este artigo apresenta um breve panorama da produção acadêmica que abarca as tecnologias digitais na perspectiva da formação inicial do professor de Matemática entre os anos de 2011 a 2021 e para isso buscou-se na Biblioteca Digital de teses e dissertações brasileira, usando o descritor “Tecnologias Digitais” AND “Formação Inicial do Professor de Matemática”. A pesquisa teve uma abordagem qualitativa por entender que esse tipo de pesquisa fornece informações mais descritivas. O trabalho buscou compreender como as tecnologias digitais contribuem para a formação inicial do professor de matemática, por meio de uma breve abordagem da utilização das tecnologias digitais na perspectiva dos conhecimentos do professor de Matemática. A discussão dos conhecimentos do professor de Matemática se respaldou nos aportes teóricos de Shulman (1986), Fiorentini (2003), Blanco (2003), Tardif (2014) e Carrillo (2014, 2018). Os resultados apontam para as potencialidades das tecnologias digitais na formação do professor e como suporte para evidenciar os conhecimentos de conteúdo matemático e os conhecimentos pedagógicos para o ensino da Matemática, a demonstram que o software GeoGebra está bem inserido nos debates de tecnologias em educação matemática, mostram também fragilidade na formação inicial do professor nesse aspecto.