Hasil untuk "Theory and practice of education"

Ilke Evin gencel

Experiential learning has been studied since the 1800s. David A. and Alice Kolb have synthesized all major studies about experiential learning and transformed it into a unique theory accepted worldwide. The Experiential Educator: Principles and Practices of Experiential Learning brings together the theory and practice of experiential learning. The book consists of three main parts and sub-chapters. The book's first part focuses on the philosophy of experiential learning, while the second part is about creating learning spaces for experiential learning. The final part exemplifies practical implementations of experiential learning. This study aims to introduce the first edition of this essential book in experiential learning, published in May 2017 and consisting of 581 pages.

Ademir Henrique Manfre, Mirian Alves Turesso

Este artigo trata do tema necessidades formativas de professores dos anos iniciais do Ensino Fundamental no contexto da inclusão escolar. De abordagem qualitativa, a investigação combinou questionários com análise documental a fim de compreender as demandas formativas de docentes que atendem Estudantes Públicos-Alvo da Educação Especial em salas de aula comuns de um município do interior do estado de São Paulo. O objetivo foi identificar as principais concepções de inclusão presentes na prática educativa mapeando os desafios e as principais necessidades formativas sob a perspectiva da Pedagogia Histórico-Crítica. Os resultados indicam que há desafios na formação continuada dos professores quando o assunto é inclusão escolar. O estudo conclui que a formação continuada necessita amparar-se em práticas reflexivas e críticas que permitam aos docentes não apenas garantir o acesso e a permanência dos EPAEEs nas escolas, mas favorecer o desenvolvimento integral e a autonomia no processo de ensino e de aprendizagem.

Rita Reza Amaliyah, Luqman Hakim

Penelitian ini menginvestigasi faktor-faktor yang memengaruhi hasil belajar praktikum akuntansi perusahaan jasa pada siswa kelas XI Akuntansi di SMK Negeri 1 Kemlagi. Keberhasilan belajar terpengaruh faktor internal seperti kemandirian belajar dan kepercayaan diri, serta faktor eksternal yaitu lingkungan teman sebaya. Tujuan utama penelitian ini adalah menganalisis bagaimana kemandirian belajar dan lingkungan teman sebaya memengaruhi hasil belajar. Selain itu, penelitian ini juga menguji apakah kepercayaan diri berperan sebagai variabel moderasi, yaitu memperkuat atau memperlemah pengaruh kemandirian belajar dan lingkungan teman sebaya terhadap hasil belajar. Penelitian ini mengadopsi metode kuantitatif ex post facto dengan sampel 105 siswa yang diambil melalui teknik sampling jenuh. Data dianalisis menggunakan SPSS Versi 25. Temuan ini memperlihatkan bahwasannya Kemandirian belajar memiliki pengaruh positif dan signifikan terhadap hasil belajar (t hitung 3,236 > 1,984, signifikansi 0,002 < 0,05). Ini berarti semakin mandiri siswa ketika belajar, kian baik hasil belajar mereka. Lingkungan teman sebaya mempunyai pengaruh negatif dan signifikan atas hasil belajar (t hitung -2,012 < 1,984, signifikansi 0,047 < 0,05). Ini memperlihatkan bahwasannya lingkungan teman sebaya yang kurang mendukung dapat berdampak buruk pada hasil belajar. Kepercayaan diri tidak dapat memoderasi pengaruh kemandirian belajar (t hitung -0,019, < 1,984 signifikansi 0,985 > 0,05) maupun lingkungan teman sebaya (t hitung 0,682 < 1,984  , signifikansi 0,497 > 0,05) terhadap hasil belajar. Artinya, kepercayaan diri tidak memperkuat atau memperlemah hubungan antara kemandirian belajar dan lingkungan teman sebaya dengan hasil belajar. Kemandirian belajar dan lingkungan teman sebaya secara bersamaan hanya mampu menjelaskan 8,6% variasi hasil belajar (adjusted R square 0,086), sedangkan 91,4% sisanya terpengaruh berbagai faktor lain di luar penelitian ini. Implikasi atas temuan ini ialah guna mendorong peningkatan hasil belajar siswa, guru perlu fokus pada pembinaan dan pengelolaan lingkungan sosial di kelas, serta mengembangkan pendekatan pembelajaran yang mendorong kemandirian siswa, didukung oleh peran serta sekolah.

Irawati Irawati, Suroyo Suroyo, Idha Novianti

Penelitian ini dilatarbelakangi oleh kebutuhan untuk meningkatkan hasil belajar matematika siswa melalui penerapan model pembelajaran yang efektif, terutama bagi siswa dengan berbagai tingkat kemampuan berpikir kritis. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model Problem-Based Learning (PBL) terhadap hasil belajar matematika siswa, serta untuk mengetahui apakah terdapat interaksi antara model pembelajaran dan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain eksperimen dengan pendekatan kuantitatif, yang melibatkan dua kelompok siswa kelas V SD, yaitu kelompok yang diterapkan model PBL dan kelompok yang menggunakan model pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar matematika dan analisis statistik menggunakan ANOVA dua jalur. Hasil penelitian menunjukkan bahwa model PBL memberikan hasil belajar yang lebih baik dibandingkan dengan model pembelajaran konvensional, baik untuk siswa dengan kemampuan berpikir kritis tinggi maupun rendah. Siswa dengan kemampuan berpikir kritis tinggi yang menggunakan PBL menunjukkan peningkatan hasil belajar yang signifikan dibandingkan dengan siswa yang menggunakan model konvensional. Begitu pula dengan siswa berpikir kritis rendah, meskipun tantangan mereka lebih besar, model PBL tetap memberikan hasil belajar yang lebih baik daripada model konvensional. Namun, tidak ditemukan interaksi signifikan antara model PBL dan tingkat kemampuan berpikir kritis terhadap hasil belajar matematika, yang menunjukkan bahwa pengaruh keduanya bersifat independen. Penelitian ini menyimpulkan bahwa penerapan model PBL efektif untuk meningkatkan hasil belajar matematika siswa, terlepas dari tingkat kemampuan berpikir kritis mereka, dan memberikan kontribusi penting dalam pengembangan strategi pembelajaran yang lebih inklusif dan adaptif.

Robby Shadri, Neni Hermita, Dini Deswarni et al.

Assessment is a step to measure students’ learning outcomes. This paper discusses the teachers’ perception and understanding of how to carry out assessments in the Merdeka Curriculum. This paper also uses a qualitative descriptive survey research method with four stages; preparation, data collection, data analysis, and conclusions. Data collection techniques are carried out through interviews. The samples of the research are teachers from Penggerak School throughout Riau Province with a total population of 23 teachers. The data obtained are analyzed using descriptive statistical techniques. The results indicate that the implementation of the assessment in the Merdeka Curriculum, which consisted of diagnostic, formative, and summative assessments, is conducted by the teacher after the learning process is completed. Students’ learning outcomes are obtained from their knowledge, attitudes, and skills during learning activities. The student’s learning outcomes are presented in a school report based on the Merdeka Curriculum school report application. Thus, the teachers overall understand and have conducted the assessments that are required in the Merdeka Curriculum.

Noah Q. Cowit, Sri Yash Tadimalla, Stephanie T. Jones et al.

Many institutions are currently grappling with teaching artificial intelligence (AI) in the face of growing demand and relevance in our world. The Computing Research Association (CRA) has conducted 32 moderated virtual roundtable discussions of 202 experts committed to improving AI education. These discussions slot into four focus areas: AI Knowledge Areas and Pedagogy, Infrastructure Challenges in AI Education, Strategies to Increase Capacity in AI Education, and AI Education for All. Roundtables were organized around institution type to consider the particular goals and resources of different AI education environments. We identified the following high-level community needs to increase capacity in AI education. A significant digital divide creates major infrastructure hurdles, especially for smaller and under-resourced institutions. These challenges manifest as a shortage of faculty with AI expertise, who also face limited time for reskilling; a lack of computational infrastructure for students and faculty to develop and test AI models; and insufficient institutional technical support. Compounding these issues is the large burden associated with updating curricula and creating new programs. To address the faculty gap, accessible and continuous professional development is crucial for faculty to learn about AI and its ethical dimensions. This support is particularly needed for under-resourced institutions and must extend to faculty both within and outside of computing programs to ensure all students have access to AI education. We have compiled and organized a list of resources that our participant experts mentioned throughout this study. These resources contribute to a frequent request heard during the roundtables: a central repository of AI education resources for institutions to freely use across higher education.

Moncef Derouich

This study proposes a quantitative framework to enhance curriculum coherence through the systematic alignment of Course Learning Outcomes (CLOs) and Program Learning Outcomes (PLOs), contributing to continuous improvement in outcome-based education. Grounded in accreditation standards such as ABET and NCAAA, the model introduces mathematical tools that map exercises, assessment questions, teaching units (TUs), and student assessment components (SACs) to CLOs and PLOs. This dual-layer approach-combining micro-level analysis of assessment elements with macro-level curriculum evaluation-enables detailed tracking of learning outcomes and helps identify misalignments between instructional delivery, assessment strategies, and program objectives. The framework incorporates alignment matrices, weighted relationships, and practical indicators to quantify coherence and evaluate course or program performance. Application of this model reveals gaps in outcome coverage and underscores the importance of realignment, especially when specific PLOs are underrepresented or CLOs are not adequately supported by assessments. The proposed model is practical, adaptable, and scalable, making it suitable for academic programs. Its systematic structure supports institutions in implementing evidence-based curriculum improvements and provides a reliable mechanism for aligning teaching practices with desired learning outcomes. Ultimately, this framework offers a valuable tool for closing the feedback loop between instructional design, assessment execution, and learning outcomes, thus promoting greater transparency, accountability, and educational effectiveness. Institutions that adopt this model can expect to strengthen their quality assurance processes and help ensure that students graduate with the competencies required by academic standards and professional expectations.

Allysson Allex Araújo, Marcos Kalinowski, Maria Teresa Baldassarre

In recent years, Software Engineering (SE) scholars and practitioners have emphasized the importance of integrating soft skills into SE education. However, teaching and learning soft skills are complex, as they cannot be acquired passively through raw knowledge acquisition. On the other hand, hackathons have attracted increasing attention due to their experiential, collaborative, and intensive nature, which certain tasks could be similar to real-world software development. This paper aims to discuss the idea of hackathons as an educational strategy for shaping SE students' soft skills in practice. Initially, we overview the existing literature on soft skills and hackathons in SE education. Then, we report preliminary empirical evidence from a seven-day hybrid hackathon involving 40 students. We assess how the hackathon experience promoted innovative and creative thinking, collaboration and teamwork, and knowledge application among participants through a structured questionnaire designed to evaluate students' self-awareness. Lastly, our findings and new directions are analyzed through the lens of Self-Determination Theory, which offers a psychological lens to understand human behavior. This paper contributes to academia by advocating the potential of hackathons in SE education and proposing concrete plans for future research within SDT. For industry, our discussion has implications around developing soft skills in future SE professionals, thereby enhancing their employability and readiness in the software market.

Johnny Chan, Yuming Li

This research explores the opportunities of Generative AI (GenAI) in the realm of higher education through the design and development of a multimodal chatbot for an undergraduate course. Leveraging the ChatGPT API for nuanced text-based interactions and Google Bard for advanced image analysis and diagram-to-code conversions, we showcase the potential of GenAI in addressing a broad spectrum of educational queries. Additionally, the chatbot presents a file-based analyser designed for educators, offering deep insights into student feedback via sentiment and emotion analysis, and summarising course evaluations with key metrics. These combinations highlight the crucial role of multimodal conversational AI in enhancing teaching and learning processes, promising significant advancements in educational adaptability, engagement, and feedback analysis. By demonstrating a practical web application, this research underlines the imperative for integrating GenAI technologies to foster more dynamic and responsive educational environments, ultimately contributing to improved educational outcomes and pedagogical strategies.

José Miguel Romero-Saritama, Carmen Llorente-Cejudo, Antonio Palacios Rodríguez et al.

El cierre físico de las instituciones educativas durante la pandemia planteó nuevos retos para los autores educativos que tuvieron que adoptar sobre la marcha nuevas herramientas virtuales para su proceso de enseñanza-aprendizaje. En este sentido, el presente trabajo analiza de forma cuantitativa el uso de un simulador virtual disponible en la web como una estrategia educativa vinculada a las prácticas de laboratorio desarrolladas durante la pandemia en la asignatura de Microscopía y Microanálisis en una universidad ecuatoriana. Siguiendo las premisas de los docentes para el desarrollo de la práctica, 30 estudiantes experimentaron el manejo del simulador y contestaron a un cuestionario ad hoc, donde se evaluó tanto el uso del simulador como las competencias académicas adquiridas. Los resultados evidencian valores altos positivos en la percepción estudiantil y se concibió al uso del simulador como una experiencia interesante e innovadora. Esto discute el uso de entornos virtuales como una alternativa académica a las disciplinas con un componente práctico.

Kaska Porayska-Pomsta

This paper examines the historical foundations, current practices, and emerging challenges for Artificial Intelligence in Education (AIED) within broader AI practices. It highlights AIED's unique and rich potential for contributing to the current AI policy and practices, especially in the context of responsible AI. It also discusses the key gaps in the AIED field, which need to be addressed by the community to elevate the field from a cottage industry to the level where it will deservedly be seen as key to advancin AI research and practical applications. The paper offers a five-point manifesto aimed to revitalise AIED' contributions to education and broader AI community, suggesting enhanced interdisciplinary collaboration, a broadened understanding of AI's impact on human functioning, and commitment to setting agendas for human-centred educational innovations.This approach positions AIED to significantly influence educational technologies to achieve genuine positive impact across diverse societal segments.

Anvit Sinha, Shruti Goyal, Zachary Sy et al.

Contribution: This Full paper in the Research Category track describes a practical, scalable platform that seamlessly integrates Generative AI (GenAI) with online educational forums, offering a novel approach to augment the instructional capabilities of staff. The platform empowers instructional staff to efficiently manage, refine, and approve responses by facilitating interaction between student posts and a Large Language Model (LLM). This contribution enhances the efficiency and effectiveness of instructional support and significantly improves the quality and speed of responses provided to students, thereby enriching the overall learning experience. Background: Grounded in Vygotsky's socio-cultural theory and the concept of the More Knowledgeable Other (MKO), the study examines how GenAI can act as an auxiliary MKO to enrich educational dialogue between students and instructors. Research Question: How effective is GenAI in reducing the workload of instructional staff when used to pre-answer student questions posted on educational discussion forums? Methodology: Using a mixed-methods approach in large introductory programming courses, human Teaching Assistants (AI-TAs) employed an AI-assisted platform to pre-answer student queries. We analyzed efficiency indicators like the frequency of modifications to AI-generated responses and gathered qualitative feedback from AI-TAs. Findings: The findings indicate no significant difference in student reception to responses generated by AI-TAs compared to those provided by human instructors. This suggests that GenAI can effectively meet educational needs when adequately managed. Moreover, AI-TAs experienced a reduction in the cognitive load required for responding to queries, pointing to GenAI's potential to enhance instructional efficiency without compromising the quality of education.

George Boateng

Across the African continent, students grapple with various educational challenges, including limited access to essential resources such as computers, internet connectivity, reliable electricity, and a shortage of qualified teachers. Despite these challenges, recent advances in AI such as BERT, and GPT-4 have demonstrated their potential for advancing education. Yet, these AI tools tend to be deployed and evaluated predominantly within the context of Western educational settings, with limited attention directed towards the unique needs and challenges faced by students in Africa. In this chapter, we discuss challenges with using AI to advance education across Africa. Then, we describe our work developing and deploying AI in Education tools in Africa for science and computing education: (1) SuaCode, an AI-powered app that enables Africans to learn to code using their smartphones, (2) AutoGrad, an automated grading, and feedback tool for graphical and interactive coding assignments, (3) a tool for code plagiarism detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI teaching assistant for coding courses, (5) Kwame for Science, a web-based AI teaching assistant that provides instant answers to students' science questions and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz competition. Finally, we discuss potential opportunities to leverage AI to advance education across Africa.

Francesco Chiariello, Valeria Fionda, Antonio Ielo et al.

Answer Set Programming (ASP), a well-known declarative logic programming paradigm, has recently found practical application in Process Mining. In particular, ASP has been used to model tasks involving declarative specifications of business processes. In this area, Declare stands out as the most widely adopted declarative process modeling language, offering a means to model processes through sets of constraints valid traces must satisfy, that can be expressed in Linear Temporal Logic over Finite Traces (LTLf). Existing ASP-based solutions encode Declare constraints by modeling the corresponding LTLf formula or its equivalent automaton which can be obtained using established techniques. In this paper, we introduce a novel encoding for Declare constraints that directly models their semantics as ASP rules, eliminating the need for intermediate representations. We assess the effectiveness of this novel approach on two Process Mining tasks by comparing it with alternative ASP encodings and a Python library for Declare. Under consideration in Theory and Practice of Logic Programming (TPLP).

Putri Yasmin

Tradisi ngubur ari-ari sudah ada sejak dahulu, bagi masyarakat Sunda mengubur ari-ari sebagai rasa syukur karena telah membantu melindungi bayi selama di dalam kandungan. Penelitian ini bertujuan untuk mendeskripsikan pemaknaan dalam tradisi ngubur ari-ari masyarakat Sunda di Desa Mekar Kondang. Penelitian ini menggunakan pendekatan deskriptif kualitatif dan penelitian ini dilakukan pada masyarakat Sunda di wilayah Desa Mekar Kondang, Kecamatan Sukadiri, Kabupaten Tangerang. Dalam proses ngubur ari-ari terdapat 9 tahap yang harus dilakukan secara sistematis, terdapat satu proses yang menarik dan berbeda dengan wilayah lainnya yaitu sang Ayah menggunakan kopiah atau kerudung berdasarkan jenis kelamin bayi. Terdapat pemaknaan yang menarik dalam setiap proses yang dilakukan saat ngubur ari-ari. Kata kunci: Ngubur Ari-Ari, Antropolinguistik, Semantik Kultural

Ming Li, Ariunaa Enkhtur, Fei Cheng et al.

This scoping review explores the ethical challenges of using ChatGPT in higher education. By reviewing recent academic articles in English, Chinese, and Japanese, we aimed to provide a deep dive review and identify gaps in the literature. Drawing on Arksey and O'Malley's (2005) scoping review framework, we defined search terms and identified relevant publications from four databases in the three target languages. The research results showed that the majority of the papers were discussion papers, but there was some early empirical work. The ethical issues highlighted in these works mainly concern academic integrity, assessment issues, and data protection. Given the rapid deployment of generative artificial intelligence, it is imperative for educators to conduct more empirical studies to develop sound ethical policies for its use.

Fereniki Panagopoulou, Christina Parpoula, Kostas Karpouzis

Artificial intelligence has evolved enormously over the last two decades, becoming mainstream in different scientific domains including education, where so far, it is mainly utilized to enhance administrative and intelligent tutoring systems services and academic support. ChatGPT, an artificial intelligence-based chatbot, developed by OpenAI and released in November 2022, has rapidly gained attention from the entire international community for its impressive performance in generating comprehensive, systematic, and informative human-like responses to user input through natural language processing. Inevitably, it has also rapidly posed several challenges, opportunities, and potential issues and concerns raised regarding its use across various scientific disciplines. This paper aims to discuss the legal and ethical implications arising from this new technology, identify potential use cases, and enrich our understanding of Generative AI, such as ChatGPT, and its capabilities in education.

Jochen Kuhn, Andreas Müller, Patrik Vogt

Background: Context Based Science Education (CBSE) has a long-standing tradition and is discussed as a highly promising approach in science education. It is supposed that CBSE can foster pupils engagement and learning. However, classroom implementations of CBSE based on solid empirical evidence are surprisingly scarce. Purpose: The present research-based report of practice seeks to bridge this theory practice gap for some specific forms of CBSE. We examine the use of science problems based on newspaper articles and the real-life contexts they provide (newspaper story problems, NSP). Design and Methods: While the research background has been reported elsewhere, the main objective of the present contribution is to provide a detailed account of the practical aspects of the approach. Two concrete, curriculum-relevant classroom teaching experiments based on newspaper story problems are reported, combined with a quasi-experimental study comparing NSPs against conventional textbook problems. The implementation of the teaching learning sequence in classroom practice is described in detail. Additionally, tasks types similar to NSPs, but using other ways of contextualisation (e.g. advertisements) will be discussed as perspective. Results: A considerable improvement in motivation was found, which proved stable at least in the medium term. Learning turned out to also be fostered to a sizeable extent, including the educationally important issue of transfer. Conclusions: The use of NSPs as a form of CBSE can have large positive, robust, and sustainable effects of both motivation and learning. Being flexible and practical to implement, they appear thus highly suited to classroom application. In perspective, a series of similar forms of tasks implementing CBSE is presented, such as by experimental of aesthetic contexts.

Max Carter

The unitary representation theory of locally compact contraction groups and their semi-direct products with $\mathbb{Z}$ is studied. We put forward the problem of completely characterising such groups which are type I or CCR and this article provides a stepping stone towards a solution to this problem. In particular, we determine new examples of type I and non-type-I groups in this class, and we completely classify the irreducible unitary representations of the torsion-free groups, which are shown to be type I. When these groups are totally disconnected, they admit a faithful action by automorphisms on an infinite locally-finite regular tree; this work thus provides new examples of automorphism groups of regular trees with interesting representation theory, adding to recent work on this topic.

A. Buch, L. Ramsay, H. Løje

Engineering education is under the sway of wide-ranging dynamics and drifts that have bearing on how education is enacted in relation to the research and innovation obligations of universities. Academic, applied, and third mission drifts seem to configure higher education in new ways. The article sets out to critically explore how knowledge production is discursively enacted in the teaching-research-practice-nexus in engineering universities of applied science (UAS) in Denmark. This paradigmatic case study maps discursive positionings and discusses how these positionings aspire to transform engineering education in the light of the wide-ranging drifts in higher education. Based on 17 qualitative in-depth interviews with researchers, teachers, and managers, the article maps the discursive positions taken and not-taken in relation to the enactment of the teaching-research-practice-nexus. The exploration is guided by a theory-method-package inspired by situational analysis and interviewing methods developed in practice-based approaches as interview-to-the-double. The analysis identifies four discursive positions in the teaching-research-practice-nexus that enact knowledge production in engineering UAS differently. Furthermore, three unavailable discursive positions are identified. Interpretive flexibility makes different discursive enactments of knowledge production possible. The study concludes that (1) that the primary mission of UAS in Denmark is teaching; research and engagement with practice are subordinate missions; (2) that the applied and third mission drift has been effective in instituting alternative discursive enactments; (3) some positions are seemingly discursively illegitimate. The undisputability of the educational mission – and the applied and third mission drifts – seems to effectively outweigh academic drift in the Danish UAS.