This is an expanded version of a paper and presentation at a conference on Social Constructivism, Social Practice Theory and Socio-cultural Theory: Relevance and Rationalisation in Mathematics Education in Norway, March 2000.
The advent of advanced machine learning models such as ChatGPT has led to significant advancements in various fields, including education. The purpose of this article is to explore the impact of ChatGPT in higher education, covering both positive and negative nuances. A critical literature review analysis was conducted, which included references from reliable sources. The methodology used in this article was based on a critical literature review method. The results of the analysis indicate that ChatGPT might have several benefits in education, including improved student engagement, personalized learning experiences, and enhanced teaching practices. However, there are also some negative implications, such as concerns over privacy, academic integrity, and the potential for bias. The article concludes by highlighting the need for further research in this area and providing recommendations for educators and policymakers.
The article reveals the relevance of the problem of gender education and the development of this problem in modern Ukrainian research; gender education of older preschool children is considered as a problem of modern pedagogy. It is noted that the problem of gender education of children of older preschool age in the conditions of a preschool education institution is closely related to other types of education: national, moral, family, legal, labor, intellectual, and others; an analysis of the problem of gender education in pedagogical theory was carried out. It is shown that the preschool age is a decisive period of sex-role development, because it is in this period that the formation of gender identity is laid, which in turn connects the consciousness with the child's behavior and shapes his entire subsequent adult life. Attention is focused on the fact that in the process of gender education of older preschool children in the conditions of preschool education institutions, factors that can negatively affect the formation of gender-role identity of preschool children are singled out. A scientific analysis of the pedagogical aspects of the study of gender education of older preschool children is presented. It is noted that the complexity and multifacetedness of the problem of gender education, the high quality of gender education of older preschool children can be ensured by the joint efforts of management and methodical services, scientific institutions, practitioners and parents. It is emphasized that the prospects for further research of the problem are related to overcoming the low level of awareness of gender issues among older preschool children and leveling gender approaches to the program of training educators to work in educational institutions.
The article analyzes regulatory documents and theoretical and methodological research by Ukrainian scientists on the problem of gender education and gender upbringing of preschool children. The author revealed the topic of gender and the gender approach, which is a leading focus in the national system of preschool education. The article demonstrates that gender issues are interdisciplinary, forming the subject of scientific investigations in sociology, cultural studies, history, philology, psychology, and pedagogy. It is noted that gender is a complex concept used in several meanings (gender as social-role and cultural interpretation of personal traits and behavior patterns of men and women; acquisition of sociality by individuals; policy of equal rights and opportunities for men and women, etc.). Based on the analysis of scientific research, it is emphasized that the gender approach in preschool education is an individual approach to the manifestation of a preschool child’s identity. It is proven that this approach creates personal conditions for freedom of choice, provides opportunities for self-realization, helps to be sufficiently flexible, and gives the ability to use various behavioral opportunities in the socio-cultural environment. The article proposes and characterizes the rules for organizing and structuring the content of ethical discussions with preschool children regarding the understanding of gender education (information should be age-appropriate and meet children’s needs; the teacher should reflect their own attitude towards the topic of discussion; questions arising during the discussion should be answered, etc.). The article provides advice and recommendations for educators of preschool institutions and parents to effectively organize gender education in preschool institutions and families (establishing close cooperation in the context of pedagogical interaction between educator and psychologist, educator and family; thorough study of individual characteristics of preschool children, etc.).
English, one of the most dominant languages, has undergone transformations and divergences that have created a variety of variations in different parts of the world. The fact is that English has more than 160 acknowledged variations of accents across the globe. Each variation from standard English to a distinctive local reflects its unique culture and history. This study aims to investigate Generation Z's attitudes towards variations of Englishes of their English as foreign language communication experiences. This research adopted qualitative research benefiting from Saraceni's (2010) Space, Culture, Ideology and Psychology (SCIP) model to understand variety of English(es). Four English literature students were selected as respondents when they were still in their 7th semester and aged 21-22 at an Islamic university (under Ministry of Religious Affairs) in East Java, Indonesia. The results revealed that the dominance of American English is still the benchmark in most participants' preferences. A number of competing and interconnected factors such as habits, motivations, and practices with the influence of family, social, educational, and environmental factors shape their preferences on English(es) varieties. The participants showed positive, contradictory attitudes (positive and negative) to negative attitude towards the varieties of Englishes.
Zauresh Issabayeva, Aizhan Sapargaliyeva, Galiya Shubayeva
et al.
This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis’s (2008) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child’s condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child’s condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.
Juliandi Siregar, Hajar Mawaddah, Khairiah Khairiah
et al.
Abstract
The background to this research is that physics lessons are often considered difficult and less interesting by students, especially because of their abstract nature, the complexity of mathematical calculations, and the difficulty in connecting theory with practice. One of the challenging topics is Newton's Law of motion, which includes the relationship between force, mass and acceleration. This research was carried out at MA Muallimin UNIVA Medan, by applying the Problem Based Learning (PBL) learning model, an innovative learning media that is relevant to development. technology. This research utilizes PHET (Physics Education Technology), an interactive simulation platform developed by the University of Colorado Boulder, to support learning Newton's Laws. PHET allows students to carry out virtual experiments independently with various variables, such as mass, force and surface type, so that student learning outcomes increase. The research method used is quantitative in class X-G. The instrument used is a written test (essay) with a total of 10 questions. It is known that the pretest and posttest data are normally distributed with a significance value of Pretest (0), Posttest (0,), and are declared homogeneous with a significance value Based on Mean (0.245) where the normality and homogeneity test values exceed (>) the real level used in the measurement namely α = 0.05 or 5%. With the help of SPSS, it is known that the average posttest student learning outcomes (85.93) are higher than the pretest (58.80), so it can be concluded that the hypothesis is accepted.
This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.
Magdalena Dziurka, M. Machul, Patrycja Ozdoba
et al.
The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of innovations enabling the development of the required professional competencies as part of training during current and future pandemic restrictions. In this study, we aimed to explore the experiences of nursing students related to clinical education during the COVID-19 pandemic and to identify practical implications for this education in the future. A qualitative study was performed based on individual interviews among Polish nursing students (n = 20). The study is reported using the COREQ checklist. Content analysis was applied, and five main categories were identified, including ‘the key role of clinical mentor’, ‘theory-practice gap’, ‘ambivalent emotions and ethical challenges’, ‘to be part of the team’, and ‘strengthened professional identity’. The results of our research indicate that higher education institutions should implement clear strategies to support students, both in terms of psychological support and compensation of professional skills, the development of which might be limited during the pandemic. Modern technologies, including medical simulations, virtual reality, artificial intelligence, and telemedicine should be used in the practical teaching of nursing students to educate them on how to cope with difficult, new situations, build decision-making skills, and solve problems.
Abdul Rahman, Tomi Apra Santosa, Aulia Sofianora
et al.
This research aims to analyze design thinking integrated with technological pedagogical content knowledge (TPACK) in ducation. This research is a type of systematic literature review (SLR) research with the PRISMA method. The data sources in the study came from 10 national and international journals published between 2018- 2023 and indexed by SINTA, Scopus, and WOS. The search for data sources comes from Google Scholar, MPDI, ScienceDirect, Wiley, and Eric. The analysis shows that 1) TPACK-integrated design thinking has a positive impact on the learning process, and 2) design thinking integrated with TPACK in education has a variety of forms both in theory and practice. Based on these findings, it can be concluded that the concept of design thinking integrated with TPACK is very necessary to be developed in the education system in Indonesia. Design thinking integrated with TPACK is able to encourage students' critical thinking skills and creativity in learning.
Eva Schmidthaler, Branko Anđić, Mathias Schmollmüller
et al.
Today's teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers’ perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers’ opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students’ learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.
Vocational education in Vocational High Schools (SMK) plays an important role in preparing students for the world of work. In contrast to general education, vocational education in SMK aims to develop practical skills that are in line with industry needs and provide students with a strong foundation to enter the workforce after graduation. SMKs have a strategic role in supporting a country's economic growth. Through vocational education programs, SMKs can prepare a skilled and ready-to-use workforce to meet industry needs. By combining theory and practice, vocational education in SMK can provide students with relevant skills and abilities needed in the work environment. However, vocational education in SMK also faces various challenges that need to be addressed. These challenges relate to curriculum, teaching quality, and English language teaching. This article aims to analyze and present the challenges faced in improving the curriculum to keep up with the industry. In addition, the quality of teaching is an important aspect that needs to be considered so that students can get a quality education. Furthermore, English language teaching is also the focus of this article, given the importance of English language skills in facing global challenges. In addition to discussing the challenges, this article will also propose possible solutions that can be implemented to overcome these problems. These solutions may include improving the curriculum, enhancing the quality of teaching through teacher training and professional development, as well as more effective strategies in teaching English in SMK.
Purpose: The purpose of this study is to investigate the impact of COVID-19 on the education systems in developing countries. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impact of COVID-19 on the education systems in developing countries. Preliminary empirical review found that in the world, most schools, colleges, and universities are closed to control the spread of the COVID-19. Unique Contribution to Theory, Practice and Policy: The Disruption theory, Social Learning theory and the Cognitive Load theory may be used to anchor future studies on the impact of COVID-19 on education systems in developing countries. The COVID-19 pandemic has made all the educational schools across the world to adopt teaching and learning online. So, governments should scale network infrastructure and internet connectivity across urban and rural areas. The countries should design a strategy to scale educational technology, establish zero-rating educational resources on the internet, and prepare digital teaching and learning resources.
Certain aspects of the concept of modularity, introduced primarily in the field of computer science by David L. Parnas (1972), have formed the basis for modularity in education: cohesion, decoupling, ease of modification, replicability are characteristics of the computer module that also apply well to the educational context. It is with this pedagogical attitude related to the modular didactic system that Experiential Design Schemas was born, a work methodologically related to integral theory by Ken Wilber (2007) and applied to architecture through an important section of design schemes. Also organised with a practice intention, the aim is to provide analytical and design tools that outline the capacity of formal and compositional choices to shape environmental forces for the purpose of experiential and emotional effects.
Article info
Received: 24/10/2023; Revised: 31/10/2023; Accepted: 04/11/2023
Margarita Boenig-Liptsin, Anissa Tanweer, Ari Edmundson
Abstract This article presents the Data Science Ethos Lifecycle, a tool for engaging responsible workflow developed by an interdisciplinary team of social scientists and data scientists working with the Academic Data Science Alliance. The tool uses a data science lifecycle framework to engage data science students and practitioners with the ethical dimensions of their practice. The lifecycle supports practitioners to increase awareness of how their practice shapes and is shaped by the social world and to articulate their responsibility to public stakeholders. We discuss the theoretical foundations from the fields of Science, Technology and Society, feminist theory, and critical race theory that animate the Ethos Lifecycle and show how these orient the tool toward a normative commitment to justice and what we call the “world-making” view of data science. We introduce four conceptual lenses—positionality, power, sociotechnical systems, and narratives—that are at work in the Ethos Lifecycle and show how they can bring to light ethical and human issues in a real-world data science project.
Andrea E. Weinberg, M. Balgopal, Laura B. Sample McMeeking
Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.
Invitational theory uses many elementsto define, describe, and delineateits beliefs and practices. For example,the Five Ps of people, places, policies,programs, and processes are consistentlycited in the literature and research as theframework for assessing inviting practices(Purkey & Novak, 1996; Purkey &Schmidt, 1996; Purkey & Siegel, 2003;Smith, 2005). Another example is thepresentation of four areas of inviting:Inviting Oneself Personally, InvitingOneself Professionally, Inviting OthersPersonally, and Inviting Others Professionally(Purkey & Novak, 1996; Purkey& Schmidt, 1996; Purkey & Siegel,2003). Such elements and componentshelp to explain invitational theory andpractices in an understandable languagewith useable concepts. All these conceptscoexist in the approach known asInvitational Education.
The post-pandemic school receives the strong digital push as a dowry from the previous two years and is called upon to implement the integration of the new modes (digital and remote) of teaching/learning with classical schooling. A task that brings skills, roles, and places into play. At school, in the classroom, teachers are called to a close confrontation with digitization, a process, after the pandemic, that can no longer be procrastinated: the opportunity to bring to life a real 4.0 school.