Hasil untuk "Theory and practice of education"

Intan Purnama Yani, Serli Ahzari, Asrizal et al.

This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.

XIN Zhiyang, WANG Jinghua

The source of trust is the foundation for research on trust issues. To explore the two fundamental questions of "whether and to what extent the elements of trust sources influence parents' trust in teachers" and "how the elements of trust sources influence parents' trust in teachers, " this study adopted a mixed-methods approach combining quantitative and qualitative research. Targeting parents of primary school students in Anhui Province, this research analyzed 1, 091 survey responses to examine whether there is influence and the extent of the influence, supplemented by interviews to investigate how the elements of trust resources influence parents' trust. The research has the following findings. First, teachers' qualities, competence, authority-oriented values, and past performance evaluations have significant influence on parents' trust in teachers, collectively accounting for 64.6% of the variance. Second, trust-building elements operate through cultural and institutional pathways. The decisive role of authority-oriented values and teacher quality in establishing trust reflects cultural influences. In the institutionalist explanatory framework, parents' trust in school performance evaluations and teacher competence emerged as outcomes of institutional mechanisms, interpretable as rational assessments of educational outcomes post-enrollment. Third, the cultural and institutional influences are not isolated but interact dynamically in shaping the establishment and evolution of trust.

Darja Smite, Nils Brede Moe, Maria Teresa Baldassarre et al.

The COVID-19 pandemic has permanently altered workplace structures, making remote work a widespread practice. While many employees advocate for flexibility, many employers reconsider their attitude toward remote work and opt for structured return-to-office mandates. Media headlines repeatedly emphasize that the corporate world is returning to full-time office work. This study examines how companies employing software engineers and supporting roles regulate work location, whether corporate policies have evolved in the last five years, and, if so, how, and why. We collected data on remote work regulation from corporate HR and/or management representatives from 68 corporate entities that vary in size, location, and orientation towards remote or office work. Our findings reveal that although many companies prioritize office-centred working (50%), most companies in our sample permit hybrid working to varying degrees (85%). Remote work regulation does not reveal any particular new "best practice" as policies differ greatly, but the single most popular arrangement was the three in-office days per week. More than half of the companies (51%) encourage or mandate office days, and more than quarter (28%) have changed regulations, gradually increasing the mandatory office presence or implementing differentiated conditions. Although no companies have increased flexibility, only four companies are returning to full-time office work. Our key recommendation for office-oriented companies is to consider a trust-based alternative to strict office presence mandates, while for companies oriented toward remote working, we warn about the points of no (or hard) return. Finally, the current state of policies is clearly not final, as companies continue to experiment and adjust their work regulation.

Talha Enes Ayranci, Florent P. Audonnet, Gerardo Aragon-Camarasa et al.

Student engagement is one of the key challenges in robotics and artificial intelligence (AI) education. Tangible learning approaches, such as educational robots, provide an effective way to enhance engagement and learning by offering real-world applications to bridge the gap between theory and practice. However, existing platforms often face barriers such as high cost or limited capabilities. In this paper, we present Curio, a cost-effective, smartphone-integrated robotics platform designed to lower the entry barrier to robotics and AI education. With a retail price below $50, Curio is more affordable than similar platforms. By leveraging smartphones, Curio eliminates the need for onboard processing units, dedicated cameras, and additional sensors while maintaining the ability to perform AI-based tasks. To evaluate the impact of Curio on student engagement, we conducted a case study with 20 participants, where we examined usability, engagement, and potential for integrating into AI and robotics education. The results indicate high engagement and motivation levels across all participants. Additionally, 95% of participants reported an improvement in their understanding of robotics. Findings suggest that using a robotic system such as Curio can enhance engagement and hands-on learning in robotics and AI education. All resources and projects with Curio are available at trycurio.com.

Rhea Fernandez, Sarah Hagstrom, Liesel Malanos et al.

We conducted a literature review and expert interviews to determine the most common methods being used to teach quantum physics and quantum computing concepts to primary and secondary students. Based on the findings of this review, we provide a framework of seven categories of teaching approaches for teaching mathematically accessible quantum concepts; they are Defamiliarization, Quantum Picturalism, Spin-First Approach, Einstein-First Approach, Many Paths Approach, Historical Development Approach and Game-based Quantum Learning. We summarise each of these teaching methods and overview their advantages and disadvantages of each method. Our framework makes it easy for physics educators to embrace the diverse methods of teaching quantum physics and quantum computing at the primary and secondary level.

Rinova Cahyandari, Ahmad Miftahul Ghina, Arif Agustiyan

Mental health is one dimension of an individual's health in living life. Various life challenges have the potential to create tension and can lead to psychological distress. Including college students who have various role conflicts have their own challenges in being able to achieve balance in their daily lives. One individual concept that supports a healthy mental state is resilience. The aim of this research is to determine the extent to which psychotherapy in the form of reflective writing through Surah Al-Fatihah is able to have an impact on increasing resilience in college student respondents. Data was obtained through a Resilience questionnaire which had been tested for validity and reliability. This research is quantitative research involving 56 college student respondents. The results of statistical tests show that psychotherapy in the form of reflective writing through the surah  Al-Fatihah can increase resilience. Al-Fatihah is able to strengthen resilience because it contains the concept of tauhid so that it teaches more deeply about Allah SWT and the human relationship as a servant of Allah in carrying out various aspects of life.

Rosa Branca Tracana, Maria Cristina Pansera-de-Araújo, Graça Simões Carvalho

O presente estudo enquadra-se essencialmente em três dos 17 Objetivos de Desenvolvimento Sustentável da Agenda 2030: 4–Educação de qualidade; 14–Proteger a vida marinha; 15–Proteger a vida terrestre. O estudo decorreu do âmbito do projeto de investigação Europeu BIOHEAD-CITIZEN em que participaram 19 países que construíram um questionário sobre a problemática da Ecologia e Educação Ambiental, o qual foi validado e traduzido para o idioma de cada país. O questionário português foi aplicado a professores em serviço e a futuros professores do 1º Ciclo e 3º Ciclo do Ensino Básico ou do Ensino Secundário lecionando disciplinas de Biologia ou de Língua Portuguesa. Tal como em todos os países do projeto, cada subamostra de professores ou futuros professores foi de, pelo menos, 50 indivíduos. Para além da análise descritiva, utilizou-se a análise multivariada e da análise de componente principal que permitiu identificar três tipos de conceções perante o ambiente: i) ecocêntrica ou de preservação, ii) antropocêntrica ou de utilização e iii) sentimentocêntrica, que atribui sentimentos aos seres vivos. Os professores e futuros professores são claramente a favor da preservação da natureza (conceção ecocêntrica), e também dos organismos geneticamente modificados (conceção sentimentocêntrica). Os professores e futuros professores de Biologia aproximam-se de uma conceção ecocêntrica, os de Língua Portuguesa de uma conceção antropocêntrica e os do 1º Ciclo de uma conceção mais intermédia. Já no que respeita aos objetivos da Educação Ambiental, a amostra mostrou-se mais favorável ao “Desenvolvimento de um Comportamento Responsável” em detrimento de “Proporcionar Conhecimento”.

Ikpe Justice Akpan, Yawo M. Kobara, Josiah Owolabi et al.

Artificial intelligence (AI) as a disruptive technology is not new. However, its recent evolution, engineered by technological transformation, big data analytics, and quantum computing, produces conversational and generative AI (CGAI/GenAI) and human-like chatbots that disrupt conventional operations and methods in different fields. This study investigates the scientific landscape of CGAI and human-chatbot interaction/collaboration and evaluates use cases, benefits, challenges, and policy implications for multidisciplinary education and allied industry operations. The publications trend showed that just 4% (n=75) occurred during 2006-2018, while 2019-2023 experienced astronomical growth (n=1763 or 96%). The prominent use cases of CGAI (e.g., ChatGPT) for teaching, learning, and research activities occurred in computer science [multidisciplinary and AI] (32%), medical/healthcare (17%), engineering (7%), and business fields (6%). The intellectual structure shows strong collaboration among eminent multidisciplinary sources in business, Information Systems, and other areas. The thematic structure of SLP highlights prominent CGAI use cases, including improved user experience in human-computer interaction, computer programs/code generation, and systems creation. Widespread CGAI usefulness for teachers, researchers, and learners includes syllabi/course content generation, testing aids, and academic writing. The concerns about abuse and misuse (plagiarism, academic integrity, privacy violations) and issues about misinformation, danger of self-diagnoses, and patient privacy in medical/healthcare applications are prominent. Formulating strategies and policies to address potential CGAI challenges in teaching/learning and practice are priorities. Developing discipline-based automatic detection of GenAI contents to check abuse is proposed.

Avinash Anand, Mohit Gupta, Kritarth Prasad et al.

The rapid progress in the field of natural language processing (NLP) systems and the expansion of large language models (LLMs) have opened up numerous opportunities in the field of education and instructional methods. These advancements offer the potential for tailored learning experiences and immediate feedback, all delivered through accessible and cost-effective services. One notable application area for this technological advancement is in the realm of solving mathematical problems. Mathematical problem-solving not only requires the ability to decipher complex problem statements but also the skill to perform precise arithmetic calculations at each step of the problem-solving process. However, the evaluation of the arithmetic capabilities of large language models remains an area that has received relatively little attention. In response, we introduce an extensive mathematics dataset called "MathQuest" sourced from the 11th and 12th standard Mathematics NCERT textbooks. This dataset encompasses mathematical challenges of varying complexity and covers a wide range of mathematical concepts. Utilizing this dataset, we conduct fine-tuning experiments with three prominent LLMs: LLaMA-2, WizardMath, and MAmmoTH. These fine-tuned models serve as benchmarks for evaluating their performance on our dataset. Our experiments reveal that among the three models, MAmmoTH-13B emerges as the most proficient, achieving the highest level of competence in solving the presented mathematical problems. Consequently, MAmmoTH-13B establishes itself as a robust and dependable benchmark for addressing NCERT mathematics problems.

Omer Shujat Bhatti, Afshan Huma

Distance learning in modern day requires online educational systems as a major support.During recent COVID19 pandemic, educational system survived through online educational systems. Video lectures have been considered a great utility as part of system. The current research focused on MSc Sustainable Environmental design students who come from a variety of formal design and engineering educational systems and explored the usefulness of video lectures given to technical master's level students. As a result, they faced major issues to adapt to the online system immediately and encountered communication and comprehension problems throughout the lecture session as a result of internet and related connectivity problems. The researcher used independently created video lectures for the relevant subject areas and distributed them to the students via subject-specific Whatsapp groups and a Youtube channel. In a later survey, students were asked whether the lectures had helped them understand the material better and had generally improved their learning process. Over 80% of the students expressed appreciation/satisfaction for the work and asked that it be incorporated into the broader system. The students were beforehand informed of the goal of the research and an online questionnaire was used to collect the necessary data. It was concluded that video lectures should be regarded as an essential component of the lecture sessions and that they must be made available beforehand to ensure better lecture delivery. Additionally, it was recommended that the current system be improved to accommodate the accessibility of these video lectures through the portal. For teachers to create high-quality video content that can adequately cover the subjects and courses taught, training is required.

Acácia Araújo de Assis, Patrícia Fernandes Lootens Machado, Roseline Beatriz Strieder

Neste estudo objetiva-se identificar parâmetros orientadores de práticas educativas fundamentadas por pressupostos da Educação do Campo e da Educação Freire-CTS. Para tanto, analisaram-se textos representativos de ambos movimentos e propostas didáticas publicadas em periódicos brasileiros, e nas Atas do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC). Empregou-se a Análise Textual Discursiva no corpus e emergiram os seguintes parâmetros: preocupação com os sujeitos; superação da cultura do silêncio; participação crítica e problematização da realidade. Os pontos convergentes reverberaram tanto da análise dos aportes teóricos como das propostas educativas selecionadas, apesar de se perceber nestas a necessidade de aprofundamentos, e debates, em torno de ações para a transformação social na busca pela emancipação dos campesinos.

Tejas Santanam, Pascal Van Hentenryck

This paper details an outlook on modern constraint programming (CP) education through the lens of a CP instructor. A general overview of current CP courses and instructional methods is presented, with a focus on online and virtually-delivered courses. This is followed by a discussion of the novel approach taken to introductory CP education for engineering students at large scale at the Georgia Institute of Technology (Georgia Tech) in Atlanta, GA, USA. The paper summarizes important takeaways from the Georgia Tech CP course and ends with a discussion on the future of CP education. Some ideas for instructional methods, promotional methods, and organizational changes are proposed to aid in the long-term growth of CP education.

Marco Panza

The chapter advances a reformulation of the classical problem of the nature of mathematical objects (if any), here called "Plato's problem," in line with the program of a philosophy of mathematical practice. It then provides a sketch of a platonist solution, following the same perspective. This solution disregards as nonsensical the question of the existence of abstract, and specifically mathematical, objects, by rather focusing on the modalities of our access to them: objects (in general, both concrete and abstract) are regarded as individual contents that we have (or can have) a de re epistemic access to. The question of the existence of mathematical objects is then replaced by that of the modalities of our de re epistemic access to individual mathematical contents.

Baichang Zhong, Xiaofan Liu, Liying Xia et al.

Many countries and regions have reached a consensus to promote science, technology, engineering, and mathematics (STEM) education in the past decade. A body of studies have demonstrated that the design and organization of interdisciplinary teaching activities are important for the effective implementation of STEM education. So far, however, little attention has been paid to the taxonomy of teaching models in STEM education. This paper aims to propose a taxonomy based on the dimensions of learning outcomes (i.e., product-oriented and knowledge-oriented) and teaching process (i.e., forward teaching model and reverse teaching model) in STEM education. Through the intersection of the above two dimensions, four teaching models in STEM education have emerged, including project-based learning (PBL), reverse engineering (RE), scientific inquiry (SI), and troubleshooting/debugging (T/D). In addition, four cases are introduced to explain how these four teaching models operate in STEM education. The implications of this work for future research are also discussed. It is promising that the study will be valuable to enrich the current research, and shed light on the theory and practice of STEM education.

Marta Coelho Castro Troquez, Jacqueline Borlinques Paulo Santana

O artigo apresenta resultados de pesquisa relativos a dois planos de trabalhos de Iniciação Científica desenvolvidos entre 2016 a 2018. A pesquisa teve como objetivo investigar o tratamento dispensado a alunos e à temática indígena em duas escolas não indígenas do município de Dourados, MS. A metodologia utilizada foi de pesquisa qualitativa do tipo estudo de caso. Foi realizada análise documental, observação participante e entrevistas. Como resultados, verificou que as escolas não têm propostas de educação diferenciada direcionadas às crianças indígenas, tampouco, realizam ações sistemáticas ou efetivas para o tratamento da temática indígena. Desta forma, não cumprem plenamente a Lei 11.645/08, a qual tornou obrigatório o estudo da história e cultura indígena nas escolas, nem atendem aos pressupostos da educação diferenciada para indígenas.

Stefano Cartocci, Alessandro Fortuna, Cristina Meringolo et al.

Il progetto XenoGRISS ha vinto il bando dell’Agenzia Spaziale Italiana (ASI) YiSS - Youth ISS Science 2019 ed è stato condotto sulla Stazione Spaziale Internazionale (ISS) dall’astronauta Luca Parmitano nel dicembre 2019 durante la missione "Beyond". XenoGRISS, che ha scopi sia scientifici che educativi, è stato progettato e presentato congiuntamente da ricercatori delle Università degli Studi di Milano e Firenze, da un gruppo di 9 studenti dell’ITIS A. Meucci di Firenze e da tre insegnanti dello stesso Istituto. Gli studenti sono stati coinvolti nello studio della crescita e della rigenerazione dei girini di Xenopus laevis in assenza di gravità e hanno affrontato sia gli aspetti scientifico-biologici dell'esperimento sia quelli tecnologici relativi all’hardware necessario al mantenimento dei girini per 30 giorni nello Spazio e alle rilevazioni scientifiche.

Maiia Marienko, Yulia Nosenko, Mariya Shyshkina

The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.

Kathryn Williamson, Travis A. Rector, James Lowenthal

This White Paper is a call to action for astronomers to respond to climate change with a large structural transition within our profession. Many astronomers are deeply concerned about climate change and act upon it in their personal and professional lives, and many organizations within astronomy have incorporated incremental changes. We need a collective impact model to better network and grow our efforts so that we can achieve results that are on the scale appropriate to address climate change at the necessary level indicated by scientific research; e.g., becoming carbon neutral by 2050. We need to implement strategies within two primary drivers of our field: (1) Education and Outreach, and (2) Research Practices and Infrastructure. (1) In the classroom and through public talks, astronomers reach a large audience. Astronomy is closely connected to the science of climate change, and it is arguably the most important topic we include in our curriculum. Due to misinformation and disinformation, climate change communication is different than for other areas of science. We therefore need to expand our communication and implement effective strategies, for which there is now a considerable body of research. (2) On a per-person basis astronomers have an outsized carbon impact. There are numerous ways we can reduce our footprint; e.g., in the design and operation of telescope facilities and in the optimization and reduction of travel. Fortunately, many of these solutions are win-win scenarios, e.g., increasing the online presence of conferences will reduce the carbon footprint while increasing participation, especially for astronomers working with fewer financial resources. Astronomers have an obligation to act on climate change in every way possible, and we need to do it now. In this White Paper, we outline a plan for collective impact using a Networked Improvement Community (NIC) approach.

Arantzazu López de la Serna, Carlos Castaño Garrido, David Herrero Fernández

Los cursos SPOC (del inglés Small Private Online Course) son cursos de formación a distancia con una metodología participativa y colaborativa, características que comparten con los MOOC, aunque en este caso, los SPOC están destinados a grupos reducidos de estudiantes de perfil bien definido. La combinación de la enseñanza virtual y la enseñanza presencial es un recurso positivo para la comunidad universitaria que es importante analizar. En este estudio se elabora una comparación de dos grupos de estudiantes universitarios que realizan dos experiencias de aprendizaje , desarrolladas en contextos de aprendizaje muy diferentes, uno online a través de un curso SPOC insertado en una asignatura de Grado y otro presencial, en la que el alumnado hace el mismo curso pero dentro del contexto del aula.

Mustafa POLAT

This study aims to do a comparative analysis of the writing errors of Turkish, Azerbaijani and Syrian university students studying in English preparatory classes in the context of grammatical, lexical and spelling errors. The data of this qualitative case study were obtained from the 15 English preparatory class students from Turkey (N=5), Syria (N=5) and Azerbaijan (N=5). They were studying at A2 (pre-intermediate) level classes at the school of foreign languages of a state university in the northwest of Turkey. In order to get the information from the writing errors made by the students, 60 pieces of their writing papers were collected through the document analysis technique. The research data were analyzed through the content analysis. The findings revealed that Turkish, Azerbaijani and Syrian students have some differences in terms of both the number and the types of writing errors. On the other hand, Turkish and Azerbaijani students have also a lot of similarities, but they differ from Syrian students in almost all types of errors. In the light of the findings of this study, it has been concluded that most of the errors resulted from the mother tongue and culture-related negative transfers are frequently encountered ones in the teaching process of writing skills.