Hasil untuk "Theory and practice of education"

Uilian dos Santos Santana, Luciana Sedano

Diante das numerosas transformações do mundo proporcionadas pelas descobertas científicas, ensinar ciências, no contexto atual, é uma tarefa cada vez mais desafiadora. Por isso, a promoção da alfabetização científica torna-se necessária, e a utilização de aspectos da linguagem para auxiliá-la torna este processo mais profícuo, favorecendo a compreensão do outro com sua realidade e da ciência com seus temas complexos e amplos. Diante disso, este trabalho objetiva relacionar aspectos da linguagem na perspectiva bakhtiniana no ensino de ciências visando a alfabetização científica e a formação de cidadãos críticos. Para tanto, foram desenvolvidas reflexões a partir de outros estudos sobre a educação em ciências, a alfabetização científica e a linguagem de acordo com o pensamento bakhtiniano. Como resultados, destacamos a valorização do enunciado e do diálogo como elementos da linguagem que podem ser relacionados na educação em ciências para favorecer a formação cidadã, voltada principalmente para a criticidade e a reflexão de temas científicos.

Sudipta Chowdhury, Ammar Alzarrad

Community-Based Education (CBE) is a transformative approach that integrates academic learning with practical problem-solving by engaging students in real-world community challenges. This study, grounded in a comprehensive literature review, first examines the distinctive characteristics of CBE relative to traditional pedagogical frameworks, exploring its application across varied educational contexts and the implementation challenges it faces. In particular, the research investigates the complexities of aligning community projects with established technical standards and overcoming institutional resistance while also assessing the effectiveness of CBE in cultivating socially responsible, career-ready graduates. To ensure that these findings are both relevant and practical, the study then incorporates validation from an expert review panel consisting of educators and administrators. These experts provided firsthand insights into the challenges they have encountered and shared potential strategies for addressing them, which in turn informed the development of a robust set of guidelines and recommendations. The recommendations underscore the importance of forging strong community partnerships, offering targeted faculty development opportunities, and maintaining curricular flexibility to effectively integrate real-world learning experiences. Ultimately, the study reinforces the pivotal role of CBE in preparing future leaders capable of making a positive impact at both local and global levels.

John Nyambe

This study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.    

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.

Marie S. Bauer, Julia Gachot, Matthias Kerzel et al.

Within the context of human-robot interaction (HRI), Theory of Mind (ToM) is intended to serve as a user-friendly backend to the interface of robotic systems, enabling robots to infer and respond to human mental states. When integrated into robots, ToM allows them to adapt their internal models to users' behaviors, enhancing the interpretability and predictability of their actions. Similarly, Explainable Artificial Intelligence (XAI) aims to make AI systems transparent and interpretable, allowing humans to understand and interact with them effectively. Since ToM in HRI serves related purposes, we propose to consider ToM as a form of XAI and evaluate it through the eValuation XAI (VXAI) framework and its seven desiderata. This paper identifies a critical gap in the application of ToM within HRI, as existing methods rarely assess the extent to which explanations correspond to the robot's actual internal reasoning. To address this limitation, we propose to integrate ToM within XAI frameworks. By embedding ToM principles inside XAI, we argue for a shift in perspective, as current XAI research focuses predominantly on the AI system itself and often lacks user-centered explanations. Incorporating ToM would enable a change in focus, prioritizing the user's informational needs and perspective.

Qian Huang, Thijs Willems

As generative AI (Gen-AI) tools become more prevalent in education, there is a growing need to understand how educators, not just students, can actively shape their design and use. This study investigates how two instructors integrated four custom GPT tools into a Masters-level Qualitative Research Methods course for Urban Planning Policy students. Addressing two key gaps: the dominant framing of students as passive AI users, and the limited use of AI in qualitative methods education. The study explores how Gen-AI can support disciplinary learning when aligned with pedagogical intent. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and action research methodology, the instructors designed GPTs to scaffold tasks such as research question formulation, interview practice, fieldnote analysis, and design thinking. Thematic analysis of student reflections, AI chat logs, and final assignments revealed that the tools enhanced student reflexivity, improved interview techniques, and supported structured analytic thinking. However, students also expressed concerns about cognitive overload, reduced immersion in data, and the formulaic nature of AI responses. The study offers three key insights: AI can be a powerful scaffold for active learning when paired with human facilitation; custom GPTs can serve as cognitive partners in iterative research practice; and educator-led design is critical to pedagogically meaningful AI integration. This research contributes to emerging scholarship on AI in higher education by demonstrating how empowering educators to design custom tools can promote more reflective, responsible, and collaborative learning with AI.

Flavia Rezende, Fernanda Ostermann

Esta pesquisa teve como objeto de estudo as abordagens da diferença cultural no currículo de ciências pela pesquisa em educação em ciências, tomando como referência os conceitos de multiculturalismo, de interculturalidade e as perspectivas pós-coloniais. Buscamos artigos que contivessem esses termos no título e/ou no resumo, publicados em quatro periódicos consolidados, cobrindo todo o período de publicação, o que resultou em um total de 33 artigos. Procuramos compreender, a partir do nosso quadro teórico, como os estudos concebem ou analisam abordagens curriculares que envolvem a ciência e outras culturas em função dos objetivos, referenciais teóricos e dos autores mobilizados, destacando como é entendida a relação entre a diversidade cultural e o currículo. Nossa análise permitiu descrever quatro tipos de relação: diálogos harmônicos entre culturas, diálogos interculturais, abordagens críticas da interculturalidade e abordagens pós-estruturalistas da diferença cultural. Pelo número inexpressivo de trabalhos encontrados sobre esses temas, foi possível supor que a pesquisa em educação em ciências ainda privilegia a ciência moderna ocidental como cultura pretensamente universal. O conjunto majoritário e polissêmico de abordagens interculturais mostrou que encontros da ciência com outras culturas enfrentam desafios para o ensino de ciências que são resolvidos de diferentes formas. Quando esse encontro se dá com base em paradigmas pós-estruturalistas, a ciência é colocada em igualdade com perspectivas heterodoxas e soluções precisam ser inventadas. Este exercício pode causar estranhamento e desconforto, mas também pode nos levar a lugares nos quais as relações entre a humanidade e o mundo natural tenham mais chances.

Henrique Gelinski, Leticia Ferreira Jessen, Leonir Lorenzetti

A Educação Ciência, Tecnologia e Sociedade (CTS) possui como principal objetivo a promoção da Alfabetização Científica e Tecnológica (ACT), integrando questões interdisciplinares que visam a formação de cidadãos capazes de tomar decisões e agir com responsabilidade social. O presente estudo teve como objetivo analisar a produção acadêmica de dissertações e teses no Banco de Teses e Dissertações da Capes no período de 2012 a 2021, que discutem as relações entre Educação CTS e ACT. Foi realizado um recorte abrangendo apenas os trabalhos que de maneira concomitante apresentaram no título as expressões “Alfabetização Científica e Tecnológica” e “Ciência, Tecnologia e Sociedade”. Foram localizados 23 trabalhos que de maneira geral abordam e relacionam a Educação CTS para a promoção da ACT. Os objetivos de estudo e as metodologias empregadas são diversas, entre elas estão, o uso de Sequências Didáticas, aplicação de recursos didáticos variados, desenvolvimentos de projetos aplicados nas escolas, análises documentais e estudos sobre a formação docente. É possível indicar como os trabalhos possuem uma atenção em aspectos diferentes que convergem em um só: os sujeitos a serem alfabetizados. Seja avaliando métodos de ensino ou suas percepções e opiniões.

Miracle Chibuzor Marcel, Kassamba Abdel Aziz Diaby, Meryem Guennoun et al.

Citizen science offers an opportunity for ordinary people, known as citizen scientists or citizen astronomers in the context of astronomy, to contribute to scientific research. The Pan-African Citizen Science e-Lab (PACS e-Lab) was founded to promote and engage the African public in citizen science and soft astronomy research to advance space research and exploration and enhance space education and outreach. PACS e-Lab, in collaboration with several international astronomy research, education, and outreach organizations, currently runs several projects including but not limited to asteroid search, exoplanet photometry, research writing for peer-reviewed publications, astrophoto visual development, and Amateur Radio contact with astronauts aboard the International Space Station (ARISS). Despite several challenges, the group has engaged over 600 Africans from more than 40 countries and is working towards covering the entire continent in the future. PACS e-Lab's development efforts resonate with seven United Nations Sustainable Development Goals (UN-SDGs).

Jan-Erik Kalmus, Anastasija Nikiforova

Since the public release of Chat Generative Pre-Trained Transformer (ChatGPT), extensive discourse has emerged concerning the potential advantages and challenges of integrating Generative Artificial Intelligence (GenAI) into education. In the realm of information systems, research on technology adoption is crucial for understanding the diverse factors influencing the uptake of specific technologies. Theoretical frameworks, refined and validated over decades, serve as guiding tools to elucidate the individual and organizational dynamics, obstacles, and perceptions surrounding technology adoption. However, while several models have been proposed, they often prioritize elucidating the factors that facilitate acceptance over those that impede it, typically focusing on the student perspective and leaving a gap in empirical evidence regarding educators viewpoints. Given the pivotal role educators play in higher education, this study aims to develop a theoretical model to empirically predict the barriers preventing educators from adopting GenAI in their classrooms. Acknowledging the lack of theoretical models tailored to identifying such barriers, our approach is grounded in the Innovation Resistance Theory (IRT) framework and augmented with constructs from the Technology-Organization-Environment (TOE) framework. This model is transformed into a measurement instrument employing a quantitative approach, complemented by a qualitative approach to enrich the analysis and uncover concerns related to GenAI adoption in the higher education domain.

Sanjay Chakraborty

Transitioning from Education 1.0 to Education 5.0, the integration of generative artificial intelligence (GenAI) revolutionizes the learning environment by fostering enhanced human-machine collaboration, enabling personalized, adaptive and experiential learning, and preparing students with the skills and adaptability needed for the future workforce. Our understanding of academic integrity and the scholarship of teaching, learning, and research has been revolutionised by GenAI. Schools and universities around the world are experimenting and exploring the integration of GenAI in their education systems (like, curriculum design, teaching process and assessments, administrative tasks, results generation and so on). The findings of the literature study demonstrate how well GenAI has been incorporated into the global educational system. This study explains the roles of GenAI in the schooling and university education systems with respect to the different stakeholders (students, teachers, researchers etc,). It highlights the current challenges of integrating Generative AI into the education system and outlines future directions for leveraging GenAI to enhance educational practices.

Kathleen Klein, Jennifer Calabrese, Adam Aguiar et al.

The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.

José Luis Di Laccio, Andrés Monetta, Rodrigo Alonso-Suárez et al.

The global transition towards cleaner and more sustainable energy production is a major challenge. We present an innovative solution by utilizing smartphone light sensors to measure direct normal solar irradiance, the primary component of ground-level solar radiation. We provide comprehensive guidelines for calibrating the sensor using two methods: a professional reference measurement and clear-sky satellite estimates. The latter method is particularly advantageous in resource-constrained environments. Once calibrated, the smartphone becomes a valuable tool for measuring the solar resource. We propose an instructional laboratory focusing on the physics of solar radiation and its interaction with the Earth's atmosphere, exploring solar variations across locations, cloud conditions, and time scales. By integrating irradiance values measured throughout a day the daily irradiation can be estimated. This approach enhances students' understanding of solar radiation attenuation and its relationship with atmospheric interactions. This method offers a practical and educational solution for promoting renewable energy knowledge and addressing the challenges of the energy transition.

Sam Donovan, M. Drew LaMar

The QUBES platform was conceived as a "science education gateway" and designed to accelerate innovation in undergraduate STEM education. The technical infrastructure was purpose built to provide more equitable access to professional resources, support learning that reflects authentic science, and promote open education practices. Four platform services (OER Library Access; Professional Learning; Partner Support; and Customizable Workspaces) support overlapping faculty user communities, provide multiple points of entry, and enable manifold use case scenarios. The integrated nature of the platform makes it possible to collect, curate, and disseminate a diverse array of reform resources in a scalable and sustainable manner. We believe that the QUBES platform has the capacity to broaden participation in scholarship around teaching and learning and, furthermore, that it can help to lower faculty barriers to the adoption of reform practices. The role of cyberinfrastructure in undergraduate STEM education is generally underappreciated and warrants further exploration.

Anna Koufakou

Student opinions for a course are important to educators and administrators, regardless of the type of the course or the institution. Reading and manually analyzing open-ended feedback becomes infeasible for massive volumes of comments at institution level or online forums. In this paper, we collected and pre-processed a large number of course reviews publicly available online. We applied machine learning techniques with the goal to gain insight into student sentiments and topics. Specifically, we utilized current Natural Language Processing (NLP) techniques, such as word embeddings and deep neural networks, and state-of-the-art BERT (Bidirectional Encoder Representations from Transformers), RoBERTa (Robustly optimized BERT approach) and XLNet (Generalized Auto-regression Pre-training). We performed extensive experimentation to compare these techniques versus traditional approaches. This comparative study demonstrates how to apply modern machine learning approaches for sentiment polarity extraction and topic-based classification utilizing course feedback. For sentiment polarity, the top model was RoBERTa with 95.5% accuracy and 84.7% F1-macro, while for topic classification, an SVM (Support Vector Machine) was the top classifier with 79.8% accuracy and 80.6% F1-macro. We also provided an in-depth exploration of the effect of certain hyperparameters on the model performance and discussed our observations. These findings can be used by institutions and course providers as a guide for analyzing their own course feedback using NLP models towards self-evaluation and improvement.

Mandy Keck, Samuel Huron, Georgia Panagiotidou et al.

This workshop focuses on visualization education, literacy, and activities. It aims to streamline previous efforts and initiatives of the visualization community to provide a format for education and engagement practices in visualization. It intends to bring together junior and senior scholars to share research and experience and to discuss novel activities, teaching methods, and research challenges. The workshop aims to serve as a platform for interdisciplinary researchers within and beyond the visualization community such as education, learning analytics, science communication, psychology, or people from adjacent fields such as data science, AI, and HCI. It will include presentations of research papers and practical reports, as well as hands-on activities. In addition, the workshop will allow participants to discuss challenges they face in data visualization education and sketch a research agenda of visualization education, literacy, and activities.

Berenice Pacheco-Salazar

No precisa de un resumen.

Shan Chen, Lawrence Jun Zhang, Judy M. Parr

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development.

Erick Cajigal Molina

La resiliencia se puede desarrollar en los espacios del programa de tutoría universitaria e incide en la reprobación y deserción de los estudiantes. Los docentes tienen mayores posibilidades de participar en el desarrollo o mejora de la resiliencia de los estudiantes al ser resilientes. De ahí que se presenta una investigación realizada con el objetivo de conocer el estado que guardan los aspectos que componen la resiliencia de un grupo de docentes de la Universidad Autónoma del Carmen, México, en el año 2020. Es un estudio cuantitativo de tipo correlacional. Se utiliza el instrumento encuesta para tutores de educación, el cual fue sometido a la prueba Alfa de Cronbach resultando con alta confiabilidad. La información fue tratada en el programa SPSS, se realizó la descripción de los ítems por medio de frecuencias y se hicieron cruces de variables con la prueba estadística Chi-cuadrado de Pearson. Los resultados dan la oportunidad de señalar que los participantes poseen una resiliencia aceptable, lo cual les da posibilidades de participar de manera pertinente en el desarrollo de la resiliencia en sus estudiantes desde el programa de tutoría.

Nathaly Natasha Alava Rivas

Este artículo tiene como objetivo dar a conocer los factores educativos, sociales y familiares identificados de vulnerabilidad vividas por jóvenes, transgenero, así como las habilidades resileintes desarrolladas para superar las mencionadas situaciones, las mismas fueron orientadas por los 12 factores específicos de Saavedra y Villalta, (2008). La investigación fue llevada a cabo desde una perspectiva cualitativa, a través de un estudio de caso, esta metodología permitió recuperar las experiencias fenomenológicas de las personas transgero y entender su papel como sujetos sociales en un contexto de vulnerabilidad y resiliencia. Para ello, participaron cinco jóvenes de la provincia de Manabí de la ciudad de Portoviejo Ecuador. A modo Dentro de reflexión se tiene que desde la acción educativa es imprescindible desarrollar estrategias sociales con intervención psicológica que permitan a través de redes de ayuda, brindar espacios de equidad y de interacción social para desarrollar en los jóvenes transgenero procesos de resiliencias. Crear espacios de apoyo a través de la educación sin distinción en donde todos tenga cabida en un ambientes transformador e igualitario.