Hasil untuk "Theory and practice 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.

Rostyslav Golovchak

The article examines lawful behavior as a key factor ensuring the stability, security, and integrity of the state. The author argues that lawful behavior is not only a result of legal norms but also a complex socio-economic phenomenon shaping an atmosphere of legality, order, and public trust. The theoretical section outlines major approaches to defining lawful behavior in legal scholarship, analyzes its functions, and highlights the role of legal, social, and institutional mechanisms that promote compliance with the law. Special attention is given to the importance of lawful behavior for strengthening the rule of law and enhancing citizens’ trust in state institutions. Empirical findings demonstrate a strong correlation between the level of lawful behavior within society and the effectiveness of the national security system, which includes law-enforcement bodies, the judiciary, and state institutions responsible for implementing security policy. The study explores different types of offenses resulting from violations of lawful behavior and discusses mechanisms for their prevention through legislative improvements, the development of legal education, and the strengthening of civil society institutions. The practical section emphasizes the role of education, media, and public communication in fostering legal awareness. The author stresses the need for an integrated approach combining effective legal regulation with social incentives that promote law-abiding behavior. Examples from international practice illustrate the success of such measures in enhancing state resilience and security. The conclusions emphasize that lawful behavior should be viewed not only as compliance with legal norms but also as an essential social phenomenon that contributes to democratic development, increases public trust, and reinforces national security. It represents a crucial component of social capital, ensuring the effectiveness and stability of state institutions.

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.

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.

Cakrawala Dini Editor

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.

Geofrey Kansiime, Marjorie Sarah Kabuye Batiibwe

Abstract In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues.

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.

Stephan Ochsenfeld, Sören Schlichting

Viscous hydrodynamics serves as a successful mesoscopic description of the Quark-Gluon Plasma produced in relativistic heavy-ion collisions. In order to investigate, how such an effective description emerges from the underlying microscopic dynamics we calculate the hydrodynamic and non-hydrodynamic modes of linear response in the sound channel from a first-principle calculation in kinetic theory. We do this with a new approach wherein we discretize the collision kernel to directly calculate eigenvalues and eigenmodes of the evolution operator. This allows us to study the Green's functions at any point in the complex frequency space. Our study focuses on scalar theory with quartic interaction and we find that the analytic structure of Green's functions in the complex plane is far more complicated than just poles or cuts which is a first step towards an equivalent study in QCD kinetic theory.

Henry V. Jakubowski, Henry Agnew, Bartholomew E. Jardine et al.

Biology is perhaps the most complex of the sciences, given the incredible variety of chemical species that are interconnected in spatial and temporal pathways that are daunting to understand. Their interconnections lead to emergent properties such as memory, consciousness, and recognition of self and non-self. To understand how these interconnected reactions lead to cellular life characterized by activation, inhibition, regulation, homeostasis, and adaptation, computational analyses and simulations are essential, a fact recognized by the biological communities. At the same time, students struggle to understand and apply binding and kinetic analyses for the simplest reactions such as the irreversible first-order conversion of a single reactant to a product. This likely results from cognitive difficulties in combining structural, chemical, mathematical, and textual descriptions of binding and catalytic reactions. To help students better understand dynamic reactions and their analyses, we have introduced two kinds of interactive graphs and simulations into the online educational resource, Fundamentals of Biochemistry, a multivolume biochemistry textbook that is part of the LibreText collection. One type is available for simple binding and kinetic reactions. The other displays progress curves (concentrations vs time) for both simple reactions and more complex metabolic and signal transduction pathways, including those available through databases using systems biology markup language (SBML) files. Users can move sliders to change dissociation and kinetic constants as well as initial concentrations and see instantaneous changes in the graphs. They can also export data into a spreadsheet for further processing, such as producing derivative Lineweaver-Burk and traditional Michaelis-Menten graphs of initial velocity (v0) vs substrate concentration.

Mirza Qonita, M. Subandowo, Hari Karyono

The COVID-19 pandemic caused direct learning to be restricted. Due to the lack of interaction, the potential learning losses, such as mastery of concepts, become very large. Therefore, a diagnostic test is carried out so teachers know students' conception. Recently, a four-level diagnostic test was assessed effectively to reveal conceptions based on their answers, level of confidence in answering, giving a reason, and level of confidence in choosing reasons. However, implementing the diagnostic test was constrained directly, so the media needed to accommodate them. The purpose was to develop lectora inspire to identify the level of conception in vector. The ADDIE method is used. Quantitatively, the validity is calculated as a percentage and analyzed using a Likert scale. While qualitatively, suggestions for improvement are given by experts to be followed up. Additionally, a group test was conducted to determine the efficiency and practicality of the media. Based on this research, it is known that Lectora Inspire is declared to be valid, effective, and practical to use.

Andie Allman

Sebastian Damek, Heinrich Söbke, Franziska Weise et al.

Workplaces of the future require advanced competence profiles from employees, not least due to new options for teleworking and new complex digital tools. The acquisition of advanced competence profiles is to be addressed by formal education. For example, the method of Building Information Modeling (BIM) aims at digitizing the design, construction, and operation of structures and as such requires advanced competence profiles. In this study, two educational scenarios based on teleworking and complex digital tools are compared, each with one cohort and consisting of two learning activities. The first cohort initially completes as first learning activity a semester-long course that aims at BIM domain competences. The semester-long course of the second cohort fosters meta competences, such as communication, collaboration, and digital literacy. At the end of the semester, both cohorts solve in a second learning activity a BIM practice task. Research questions are: (1) Do the two educational scenarios promote the competences to be addressed? And related: (2) What is the impact of the initial course that fosters domain competences or meta competences? Methodologically, the learning outcomes are assessed by measuring the domain competences three times during the educational scenario using online tests in the two cohorts (N=11). Further, students' perceptions are surveyed in parallel using online questionnaires. In addition, semi-structured interviews are conducted at the end of the educational scenarios. The quantitative and qualitative results of the study designating the training of meta competencies partly as a substitute for imparting domain competences are presented. Further, the influence of both educational scenarios on competence development for the workplace of the future characterized by telework and digital tools is discussed.

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.

Salome Wörner, Sebastian Becker, Stefan Küchemann et al.

Optics is a core field in the curricula of secondary physics education. In this study, we present the development and validation of a test instrument in the field of optics, the Converging Lenses Concept Inventory (CLCI). It can be used as a formative or a summative assessment of middle school students' conceptual understanding of image formation by converging lenses. The CLCI assesses: (1) the overall understanding of fundamental concepts related to converging lenses, (2) the understanding of specific concepts, and (3) students' propensity for difficulties within this topic. The initial CLCI consists of 16 multiple-choice items; however, one item was removed based on various quality checks. We validated the CLCI thoroughly with distractor analyses, classical test theory, item response theory, structural analyses, and analyses of students' total scores at different measurement points as quantitative approaches, as well as student interviews and an expert survey as qualitative approaches. The quantitative analyses are mostly based on a dataset of N = 318 middle school students who took the CLCI as a posttest. The student interviews were conducted with seven middle school students after they were taught the concepts of converging lenses. The expert survey included five experts who evaluated both individual items and the test as a whole. The analyses showed good to excellent results for the test instrument, corroborating the 15-item CLCI's validity and its compliance with the three foci outlined above.

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.

Umi Salma Fauziyah, Aninditya Sri Nugraheni

Tujuan dari penelitian ini adalah untuk memberikan upaya penyelesaian masalah yang muncul pada anak tunagrahita ringan berkaitan dengan kesulitan mempelajari huruf abjad. Metode penelitian yang digunakan penulis yaitu kajian literatur yang sumber datanya berasal dari kajian yang berhubungan dengan penelitian ini baik dari karya ilmiah, hasil penelitian, buku-buku dan sumber data tambahan yang berasal dari hasil observasi. Hasil yang diperoleh dari penelitian ini yaitu kegiatan belajar mengenal huruf abjad menggunakan metode visuomotor yang merupakan gabungan dari penggunaan kemampuan visual dan motoric yang dimiliki anak tuna grahita ringan. Metode pembelajatan visumotor ini diawali dari mengenal nama dan suara huruf, kemudian gambar visual dari masing-masing huruf, dan dilanjutkan dengan pemanfaatan kemampuan motorik anak untuk menuliskan huruf-huruf tersebut maupun menggambar bentuk-bentuk huruf tersebut menggunakan anggota tubuhnya.