Hasil untuk "Theory and practice of education"

FENG Xiumei, JIANG Yuchen, WANG Yiting

Quantitative analysis of classroom teaching language traditionally relies on manual coding, presenting significant challenges such as complexity and labor-intensive workloads, which hinder its applicability to large-scale classroom evaluations. Rapid advancements in artificial intelligence technology have recently offered promising solutions to these issues. Therefore, this study aims to foster the development of high-quality pre-service teachers by providing a technical pathway and empirical evidence for intelligent classroom language evaluation from three key dimensions: effectiveness evaluation, practical application, and intelligent optimization. Initially, an encoding system specifically tailored to the instructional language characteristics of pre-service teachers was developed. Then, an automated encoding model was constructed and tested for feasibility and effectiveness in language coding tasks. Subsequently, this automated encoding model was applied to analyze instructional language differences between pre-service teachers' training videos and exemplary teaching videos, systematically identifying problems and proposing generalized optimization recommendations. Finally, an instructional language optimization assistant was preliminarily established using large language models, offering personalized language guidance to pre-service teachers based on identified optimization strategies. The findings demonstrate that artificial intelligence technologies effectively address the challenges of quantitative instructional language analysis and show significant potential in automation and personalized educational evaluation.

Helena C. Kruger-Roux, Muhammad Nakhooda, Ignatius K. Ticha

This article examines audiovisual translanguaging as a pedagogical strategy in South African universities, where students navigate tensions between English dominance and the institutional mandate to promote indigenous African languages. Through investigating student experiences with subtitled and dubbed instructional videos in agricultural science programmes, three research questions were added: (1) students’ audiovisual language preferences, (2) how these preferences reflect linguistic tensions and (3) implications for balancing language needs. Our mixed-methods study revealed that while English subtitles are predominantly preferred, students showed greater willingness to engage with indigenous languages aurally than through text. Students strategically pair different languages across modes, often combining indigenous language audio with English subtitles to balance comprehension and comfort. However, difficulties with formal academic terminology in indigenous languages highlight the need for more accessible vocabulary development approaches. The study demonstrates how audiovisual materials create productive student spaces to leverage students’ full linguistic repertoires while acknowledging that horizontal translanguaging practices alone may not provide sufficient access to languages of power necessary for academic success. Contribution: We make recommendations for institutional policies that recognise multilingualism as a reality, supporting both fluid multilingual practices and the development of academic registers in indigenous languages.

Minghui Wang, Meagan Sundstrom, Karen Nylund-Gibson et al.

Clustering methods are often used in physics education research (PER) to identify subgroups of individuals within a population who share similar response patterns or characteristics. K-means (or k-modes, for categorical data) is one of the most commonly used clustering methods in PER. This algorithm, however, is not model-based: it relies on algorithmic partitioning and assigns individuals to subgroups with definite membership. Researchers must also conduct post-hoc analyses to relate subgroup membership to other variables. Mixture models offer a model-based alternative that accounts for classification errors and allows researchers to directly integrate subgroup membership into a broader latent variable framework. In this paper, we outline the theoretical similarities and differences between k-modes clustering and latent class analysis (one type of mixture model for categorical data). We also present parallel analyses using each method to address the same research questions in order to demonstrate these similarities and differences. We provide the data and R code to replicate the worked example presented in the paper for researchers interested in using mixture models.

Joshua Akingbade, Jianhua Yang, Mir Seyedebrahimi

Coding is a fundamental skill required in the engineering discipline, and much work exists exploring better ways of teaching coding in the higher education context. In particular, Code Snippets (CSs) are approved to be an effective way of introducing programming language units to students. CSs are portions of source code of varying size and content. They can be used in a myriad of ways, one of which is to teach the code they contain as well as its function. To further explore the use of CSs, a pedagogical summer internship project was set up at the Warwick Manufacturing Group (WMG). The scope of the considerations for the study derives from an educational standpoint. Within the evaluations made, the focus was primarily given to pieces of information which proved to provide evidence pertaining to the methodology involved in either teaching or developing teaching materials. By taking the results produced into account from a pedagogical perspective, it was found that several qualities of popular code snippet tutorials which benefit or hinder the learning process, including code length, interactivity, further support, and quality of explanation. These qualities are then combined and used to present a plan for the design of an effective learning resource which makes use of code snippets.

Radel James Gacumo, Janine Anne Campbell, Thomas Moser et al.

The pursuit of diverse formats and content in children’s literature is an ever-expanding effort aimed at better serving the diverse spectrum of children in learning environments. Multisensory learning, especially in the context of multisensory reading, offers substantial potential to enrich the learning experiences of diverse children. Concurrently, gender emerges as a significant variable influencing multisensory engagement. When examining children’s literature, we delve into the importance of its content and the need for diverse representation. This scoping review focuses on gender as a central reference point and systematically explores the existing literature concerning multisensory texts (n = 5), gender-diverse texts (n = 26) and their intersection. Through both quantitative and qualitative reporting, this review provides a comprehensive overview of the characteristics and emerging themes within the included studies, which investigate the concepts of gender, multisensory reading and texts, and gender-diverse texts in early childhood education and care (ECEC) and school settings published between 2000 and 2023.

Steffen Steinert, Lars Krupp, Karina E. Avila et al.

As distance learning becomes increasingly important and artificial intelligence tools continue to advance, automated systems for individual learning have attracted significant attention. However, the scarcity of open-source online tools that are capable of providing personalized feedback has restricted the widespread implementation of research-based feedback systems. In this work, we present RATsApp, an open-source automated feedback system (AFS) that incorporates research-based features such as formative feedback. The system focuses on core STEM competencies such as mathematical competence, representational competence, and data literacy. It also allows lecturers to monitor students' progress. We conducted a survey based on the technology acceptance model (TAM2) among a set of students (N=64). Our findings confirm the applicability of the TAM2 framework, revealing that factors such as the relevance of the studies, output quality, and ease of use significantly influence the perceived usefulness. We also found a linear relation between the perceived usefulness and the intention to use, which in turn is a significant predictor of the frequency of use. Moreover, the formative feedback feature of RATsApp received positive feedback, indicating its potential as an educational tool. Furthermore, as an open-source platform, RATsApp encourages public contributions to its ongoing development, fostering a collaborative approach to improve educational tools.

Kushan Rathnasekara, Namali Suraweera, Kaushalya Yatigammana

Purpose – The paper aims to clarify the relationship between perceived contextual issues and the self-efficacy beliefs of the employees with e-learning engagement for their competency development. It proposes a model for the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues. Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute the impact of the negative contextual issues which were not addressed through similar research. Design/methodology/approach – The paper focuses on an exploratory study using a deductive approach grounded on self-efficacy – one of the main dimensions of Bandura's social cognitive theory. It adopted a mixed methodology, and primary data were collected through an online survey (792 responses analyzed through Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through thematic analysis). The population comprises employees of private commercial banks who have recently introduced e-learning. Findings – The paper provides empirical insights into the contextual issues influencing e-learning and how self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related to technological, organizational, personal and time-intensive factors influence e-learning engagement. The strengthening of self-efficacy beliefs (learners' enthusiasm and gaining) can be utilized to manage personal and time-intensive factors. However, technological and organizational factors cannot be managed through a similar approach as they did not report a significant relationship with self-efficacy. Originality/value – This paper fulfills an identified need to study how e-learning can be utilized as an effective competency development tool in the banking sector.

Xiaoli Li

A deep architecture for enhancing students’ action recognition is proposed to improve preschool education. This paper seamlessly combines the teaching objectives, teaching scope, teaching implementation, and breeding evaluation status of preschool breeding practice theory. We attempt to solve the problem of effective preschool teaching, based on which we propose the simple adaptation strategies. We further evaluate the practice of preschool breeding and its effectiveness. In this way, civilized and high-quality preschool talents will be cultivated, and preschool educational experiences will be promoted. In the method of promoting the preschool culture of weak-aged children, owing to the problem that the traditional action recognition algorithm can indicate the specific students’ actions, an action recognition method based on the combination of deep integration and human skeleton representation is proposed. First, the connected spatial locations and constraints are fed into a long-short-specified recall (LSTM) mode with a spatially and temporally aware algorithm which is designed to obtain spatiotemporal feature and highly separable deep joint features. Afterward, a new mechanism is introduced to resolve keyframes as well as the joints. Finally, based on the two-stream deep architecture, the effective discrimination of similar actions is achieved by integrating the color and shape features into the skeleton features by designing the deep model. Extensive experiments have demonstrated that, compared with the mainstream algorithms, this method can effectively distinguish students’ action types in the classroom of homogeneous preschool children. Thus, we can substantially improve the efficiency of preschool teaching.

Izzatul Muna Aulia, Hikmawati, Susilawati

This study aims to examine the effect of the problem-based learning model on students’ physics problem-solving abilities on work and energy materials. The type of research used a quasi-experimental research design with a nonequivalent control group design. The population of this study was students of class X SMA Negeri 1 Empang for the 2021/2022 Academic Year. The research sample was taken using the cluster random sampling technique so that 27 students of class X IPA 2 were selected as the experimental class and 26 students of class X IPA 4 were selected as the control class. The experimental class was given treatment in the form of learning using a problem-based learning model, while the control class used a conventional model. The instrument used to measure the problem-solving ability of students was a description test which is first tested for the validity, reliability, different capability, and difficulty of question level. The result obtained in the form of the average value of KPM obtained by the two classes in the pre-test was the experimental class of 15,48 and the control class of 13,38 and the average value of KPM obtained by the two classes in the post-test was the experimental class of 88,81 and the control class of 80,73. The result of the data analysis test showed that the pre-test and post-test data were homogeneous and the post-test data were normally distributed and the hypothesis test they were analyzed using the t-test in order to obtain the value of 3,15. The value at a significant level of 5% is 2,007, then the value is bigger then. Thus, it is concluded that there is a positive effect of the problem-based learning model on students' physics problem-solving ability in the matter of work and energy. 

Yulia D. Ermakova, Liubov V. Kapustina, Egor K. Ermakov

During the short period of time, the situation has changed dramatically and demanded significant correlations of our requirements and priorities in many areas, including the system of traditional higher academic education, which in turn revealed new opportunities, prospects, challenges, and even threats. The usual system of organizing the educational process (tests/exams) which is typical for full-time education is changing now. The initial euphoria from the widespread introduction of distance learning methods is replaced by anxiety and apprehension, taking into account the duration of the changing process of digital learning, as the only alternative platform that allows continuing the implementation of higher education as it is. However, studying the consequences of online learning, most researchers consider the problem: what impact digitalization of education has on a new contingent of students who are more adapted to global digitalization and do not feel stressed implementing new online resources. We could hardly say the same about the teaching staff of universities, where frequently the state of professional and emotional burnout due to the introduced distance learning forms is diagnosed. The purpose of this research consists of determining the correlation between the ratio of e-learning in the total academic load during the coronavirus pandemic and burnout at work among teachers implementing e-learning experience to achieve the best possible results, leveling the consequences of lockdowns, thereby preserving, and possibly expanding the boundaries of students professional competencies.

Rogerio Rossi, Pollyana Notargiacomo Mustaro

Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions. To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.

Marge G. Bardeen, Olivia M. Bitter, Marla Glover et al.

To develop an increase in societal interest in the fundamental sciences of particle physics and particularly for maintaining the support structures needed to succeed in experiments that take several decades to develop and complete, requires strong educational back-grounding at all levels of the instructional system and notably at early stages in the process. While many (particularly young) students might show an early interest and aptitude for science and mathematics at the elementary level, the structures are not necessarily in place to capture, nurture and develop such nascent interests. To encourage and strengthen such interests, strong connections must be made at K-12 and Undergraduate levels. The paper discusses the on-going efforts and makes recommendations.

Idris Skloul Ibrahim, Benjamin Kenwright

The Internet of Things (IoT) has many applications in our daily lives. One aspect in particular is how the IoT is making a substantial impact on education and learning; as we move into the 'Smart Educational' era. This article explores how the IoT continues to transform the education landscape, from classrooms and assessments to culture and attitudes. Smart Education is a pivotal tool in the fight to meet the educational challenges of tomorrow. The IoT tools are getting used more and more often in the area of education, aiming to increase student engagement, satisfaction and quality of learning. IoT will reshape student culture and habits beyond belief. As Smart Education is more than just using technologies, it involves a whole range of factors, from the educational management through to the pedagogical techniques and effectiveness. Educators in the 21st century now have access to gamification, smart devices, data management, and immersive technologies. Enabling academics to gather a variety of information from students. Ranging from monitoring student engagement to adapting the learning strategies for improved learning effectiveness. Through Smart Education, educators will be able to better monitor the needs of individual students and adjust their learning load correspondingly (i.e., optimal learning environment/workload to support and prevent students failing). One of the biggest challenges for educators is how new technologies will address growing problems (engagement and achievement). The scale and pace of change (technological IoT era) is unprecedented. Typically, jobs students are trained for today will not be here tomorrow. Education is not just about knowledge acquisition, but also the digital skills, adaptability and creativity (essential, if students are to thrive in the new world).

Supriadi

Preliminary observations made at SD Negeri 13 Kerinci Kanan Siak Regency, there was a phenomenon that some teachers did not know about environmentally sound schools, lack of knowledge of teachers and other school members regarding adiwiyata school policies, lack of implementation of adiwiyata schools, and so on. Based on the problems mentioned above, this school action research was carried out to increase teacher knowledge about Adiwiyata school and to find out the weaknesses and strengths of the implementation of demonstration methods to increase teacher knowledge in SD Negeri 13 Kerinci Kanan Siak Regency. This research was designed in the form of a School Action Research which was planned to be carried out in two cycles. The subjects of this study were the teachers at the SD Negeri 13 Kerinci Kanan Siak Regency, totalling 9 teachers. Based on the results of research conducted, cycle I, no teacher has a percentage in the very good category, while in the second cycle the percentage of teachers in the very good category is 33.3%. Good category, in the first cycle 44.4% increased to 55.5%. In the sufficient category, the first cycle gained a percentage of 33.3% and decreased to 11.2% in the second cycle. Whereas in the lack category, cycle I gained a percentage of 22.3% and in cycle II the percentage of teachers who were in the inadequate category was gone. Thus it can be concluded that the implementation of the demonstration method can increase teacher knowledge of adiwiyata schools in SD Negeri 13 Kerinci Kanan Siak Regency.

Ibrahim Safari, Mehran Davaribina, Iraj Khoshnevis

This research intended to examine the influence of English as a Foreign Language (EFL) teachers’ self-efficacy, job satisfaction, and reflective thinking on their professional development. Two-hundred and twelve Iranian EFL teachers from different universities, language institutes, and schools participated in the research. They were requested to answer Teachers' Sense of Efficacy Scale, The Minnesota Satisfaction Questionnaire, Reflective Thinking Scale, and Professional Development Questionnaire as the main data collection instruments. The questionnaires were submitted in three different ways: email, social networks and in person. Structural Equation Modeling on SPSS AMOS version 24 was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices suggested by the software (Normal chi-square=3.6; RMSEA=.03; RMR=.02; GFI =.93; AGFI=.90; NFI=.92; CFI=.93; IFI=.93). The findings showed significant internal correlations between all the latent variables along with their sub-scales. Furthermore, multiple regression analysis showed that self-efficacy and job satisfaction positively predicted professional development, with self-efficacy exerting more predictive power compared to job satisfaction. It was further found that not only did reflective thinking not predict professional development, but, conversely, it was partly predicted by professional development. Pedagogical implications of the study have been discussed.

Kurniawan Kurniawan

The act of obeying parents' right to control them or refusing the directives by challenging their parents’ authority are two preferences children may opt for. This present investigation concerns to what extend children respond upon hearing negative utterances aimed for them. This qualitative research applies a theory of speech acts proposed by Austin (1962) to analyze data classified as negation utterances. Four families living at the Kartasura become this research data source. To collect the data, the researcher implements direct observation by recording audio and taking notes on the parents and their children's interaction within a period of approximately an hour. The result of the study implies that mostly Kartasura children do what their parents tell them to do, while few data indicate children's refusal of parents’ negations. One reason is due to the cultural value held tightly and bequeathed by Javanese through a number of centuries that is the act to honor and obey parents’ directives. To sum up, the implementation of negative utterances in the parenting world is not prohibited; however, parents must keep in mind the use of proper portion.

Annette S. Lee, William Wilson, Jeff Tibbetts et al.

In D(L)akota star knowledge, the Sun is known as Wi and the Moon is Han-Wi. They have an important relationship, husband and wife. The pattern of their ever-changing relationship is mirrored in the motions of Sun and Moon as seen from our backyards, also called the lunar phases. The framework of the cultural teaching is storytelling and relationships. Cultural perspectives in astronomy such as this remind us of how indigenous ways of knowing are rooted in inclusion, engagement, and relevancy. Designed by A. Lee in 2007, the Native Skywatchers initiative seeks to remember and revitalize indigenous star and earth knowledge, promoting the native voice as the lead voice. The overarching goal of Native Skywatchers is to communicate the knowledge that indigenous people traditionally practiced a sustainable way of living and sustainable engineering through a living and participatory relationship with the above and below, sky and earth. In 2012 two indigenous star maps were created: the Ojibwe Giizhig Anung Masinaaigan-Ojibwe Sky Star Map (A. Lee, W. Wilson, C. Gawboy), and the D(L)akota star map, Makoce Wicanhpi Wowapi (A. Lee, J. Rock). In 2016, a collaboration with W. Buck of the Manitoba First Nations Resource Centre (MFNRC), produced a third star map: Ininew Achakos Masinikan-Cree Star Map Book. We aim to improve current inequities in education for native young people especially through STEM engagement, to inspire increased cultural pride, and promote community wellness. Presented here will be recently created resources such as: astronomical calendar-paintings and short videos that exist at the intersection of art-science-culture. As we look for sustainable ways to widen participation in STEM, particularly in astronomy education, part of the conversation needs to consider the place for art and culture in STEM.

Andria C. Schwortz, Andrea C. Burrows

Background: Dataset skills are used in STEM fields from healthcare work to astronomy research. Few fields explicitly teach students the skills to analyze datasets, and yet the increasing push for authentic science implies these skills should be taught. Purpose: The overarching motivation is to understand learning of dataset skills within an astronomy context. Specifically, when participants work with a 200-entry Google Sheets dataset of astronomical data about quasars, what are they learning, how are they learning it, and who is doing the learning? Sample: The authors studied a matched set of participants (n=87) consisting of 54 university undergraduate students (34 male, 18 female), and 33 science educators (16 male, 17 female). Design and methods: Participants explored a three-phase dataset activity and were given an eight-question multiple-choice pre/post-test covering skills of analyzing datasets and astronomy content, with questions spanning Bloom's Taxonomy. Pre/post-test scores were compared and a t-test performed for subsamples by population. Results: Participants exhibited learning of both dataset skills and astronomy content, indicating that dataset skills can be learned through this astronomy activity. Participants exhibited gains in both recall and synthesis questions, indicating learning is non-sequential. Female undergraduate students exhibited lower levels of learning than other populations. Conclusions: Implications of the study include a stronger dataset focus in post-secondary STEM education and among science educators, and the need for further investigation into how instructors can ameliorate the challenges faced by female undergraduate students.

Michael J. Maher, Ilias Tachmazidis, Grigoris Antoniou et al.

Recent technological advances have led to unprecedented amounts of generated data that originate from the Web, sensor networks and social media. Analytics in terms of defeasible reasoning - for example for decision making - could provide richer knowledge of the underlying domain. Traditionally, defeasible reasoning has focused on complex knowledge structures over small to medium amounts of data, but recent research efforts have attempted to parallelize the reasoning process over theories with large numbers of facts. Such work has shown that traditional defeasible logics come with overheads that limit scalability. In this work, we design a new logic for defeasible reasoning, thus ensuring scalability by design. We establish several properties of the logic, including its relation to existing defeasible logics. Our experimental results indicate that our approach is indeed scalable and defeasible reasoning can be applied to billions of facts.

Woojin Park, Soojong Pak, Geon Hee Kim et al.

We propose and experimentally demonstrate the Transformable Reflective Telescope (TRT) Kit for educational purposes and for performing various optical tests with a single kit. The TRT Kit is a portable optical bench setup suitable for interferometry, spectroscopy, measuring stray light, and developing adaptive optics, among other uses. Supplementary modules may be integrated easily thanks to the modular design of the TRT Kit. The Kit consists of five units; a primary mirror module, a secondary mirror module, a mounting base module, a baffle module, and an alignment module. Precise alignment and focusing are achieved using a precision optical rail on the alignment module. The TRT Kit transforms into three telescope configurations: Newtonian, Cassegrain, and Gregorian. Students change telescope configurations by exchanging the secondary mirror. The portable design and the aluminum primary mirror of the TRT Kit enable students to perform experiments in various environments. The minimized baffle design utilizes commercial telescope tubes, allowing users to look directly into the optical system while suppressing stray light down to $\sim$10$^{-8}$ point source transmittance (PST). The TRT Kit was tested using a point source and field images. Point source measurement of the Newtonian telescope configuration resulted in an 80\% encircled energy diameter (EED) of 23.8 $μ$m.