Hasil untuk "Special aspects of education"

Richard Bowe, S. Ball, Anne Gold

Martina Caramaschi, Tor Ole B. Odden

This study explores the thematic evolution of articles in The Physics Teacher and Physics Education journals, over a critical period in modern history, from the Cold War era to the pre-pandemic world (1966 - 2019). Using an NLP-based inductive topic modeling approach, we identify recurring themes that have shaped the physics education literature, including content-based topics, teaching methodologies, laboratory practices, curriculum development, and the influence of Physics Education Research (PER). Our findings reveal both overarching trends and distinct thematic preferences between the journals. Physics Education has historically emphasized curriculum structures, social aspects of education, and interdisciplinary connections, whereas The Physics Teacher has focused more on pedagogical strategies, demonstrations, and practical teaching tools. Over the past three decades, both journals have increasingly incorporated discussions on technology, computation, and PER-driven instructional practices. By tracing these developments over five decades, this study provides a broader perspective on how physics education has responded to changing educational priorities, technological advancements, and research developments.

Shaouna Shoaib Lodhi, Shoaib Lodhi

The rapid integration of Artificial Intelligence (AI) into K-12 STEM education presents transformative opportunities alongside significant ethical challenges. While AI-powered tools such as Intelligent Tutoring Systems (ITS), automated assessments, and predictive analytics enhance personalized learning and operational efficiency, they also risk perpetuating algorithmic bias, eroding student privacy, and exacerbating educational inequities. This paper examines the dual-edged impact of AI in STEM classrooms, analyzing its benefits (e.g., adaptive learning, real-time feedback) and drawbacks (e.g., surveillance risks, pedagogical limitations) through an ethical lens. We identify critical gaps in current AI education research, particularly the lack of subject-specific frameworks for responsible integration and propose a three-phased implementation roadmap paired with a tiered professional development model for educators. Our framework emphasizes equity-centered design, combining technical AI literacy with ethical reasoning to foster critical engagement among students. Key recommendations include mandatory bias audits, low-resource adaptation strategies, and policy alignment to ensure AI serves as a tool for inclusive, human-centered STEM education. By bridging theory and practice, this work advances a research-backed approach to AI integration that prioritizes pedagogical integrity, equity, and student agency in an increasingly algorithmic world. Keywords: Artificial Intelligence, STEM education, algorithmic bias, ethical AI, K-12 pedagogy, equity in education

Gusti Ngurah Darma Putra

The development of the times and shifts in social values have led to a weakening of the internalization of character values in people's lives, especially among the younger generation. Based on this, the purpose of this study is to analyze the values of character education contained in the theatrical work Segara Tanpa Tepi. The approach used is a descriptive, qualitative method with an ethnographic approach. The subject of the study is the theatrical work [Segara Tanpa Tepi] as a medium for expressing Hindu character education values. Participants involved in this study were artists and spiritual figures. The selection of participants used a purposive sampling technique. The methods used for data collection included in-depth interviews, participant observation, and documentary studies. The research instruments were interview sheets, observation sheets, and documentation studies. The research data were analyzed using qualitative descriptive methods, following the steps of data reduction, data presentation, and conclusion. The results of the study on understanding Segara Tanpa Tepi, a religious concept that encompasses basic human abilities, are accompanied by contextual views on Dharma Luas, Nyelisik Sangkan Paran, and Margi Uter. In addition, a finding that in packaging his wayang performance, the puppeteer is truly influenced by his fundamental ability factors, namely thinking (idep), speaking (sabda), and acting (bayu). It is concluded that the theatrical work Segara Tanpa Tepi serves as a medium for internalizing character education values rooted in the teachings of Tri Premana and local Balinese Hindu wisdom. Through aesthetic and spiritual experiences, this theater successfully conveys profound moral, religious, and social messages to the community. The implication of this research is that traditional performing arts can be used as an object of study to understand and convey character values, especially in the context of character education that is rooted in local culture and religious values.

Paulina L. Jara-Osorio

It is essential to move beyond treating child participation as a uniform concept to progress in implementing children’s rights in policymaking. A compelling framework is protagonist participation, rooted in critical and Latin American perspectives, which provides a robust foundation for promoting the active involvement of children and adolescents in Chilean public policymaking. This approach prioritizes the practical dimensions of participation, highlighting power dynamics and evaluating participatory practices. Research findings underscore the importance of intergenerational collaboration, policymaking influence, and recognition of diversity within the concept of childhood participation to promote children’s participation in the Chilean policymaking. This study employs Semi-Structured Interviews and the Mosaic Approach Method (MAM), a flexible and adaptive methodology, to foster intergenerational and protagonist participation, particularly in contexts characterized by significant inequalities and adult-centric dynamics as the Chilean policymaking.

Filipe Melo, Mauro Mota, Margarida Reis Santos et al.

Introduction: Trauma is a leading cause of death and disability worldwide. In addition to acute pain caused by trauma, victims often face discomforts during pre-hospital care, such as cold, anxiety, and fear, which may worsen their condition and hinder care. Objective: To identify the types of discomforts reported by trauma victims and map pharmacological and non-pharmacological interventions for relief in pre-hospital settings. Methods: A review will be conducted using the Joanna Briggs Institute (JBI) methodology. Quantitative and qualitative studies, as well as systematic reviews, will be included, without time restrictions, in Portuguese, English, and Spanish. Databases such as MEDLINE (PubMed), CINAHL (EBSCO), Scopus, Embase, APA PsycINFO (EBSCO), JBI Evidence Synthesis, and Cochrane Database will be used. Unpublished studies will be searched in the Scientific Open Access Repository of Portugal (RCAAP), OpenGrey, and the CAPES Theses Database due to their relevance and study quality. Data extraction will be performed by two independent reviewers. Results: The study aims to identify common discomforts experienced by trauma victims and the interventions applied to alleviate them, presenting this information systematically. Conclusion: The results of this study will contribute to a better understanding of the impact of discomforts on pre-hospital care and help guide future practices, reducing knowledge gaps and promoting more effective and humanized care.

Francesca Tusoni, Vincenza Ferrara, Alessandro Franceschini et al.

Abstract Introduction Internationally, the teaching of medical humanities (MH) in medical schools is often limited to elective courses. It is therefore important to understand students’ views in order to increase their participation in these courses. Three elective courses in medical humanities have been activated at the University of L’Aquila, which constitute a single educational pathway for medical students: a course in Visual thinking strategies, a course in Narrative medicine and a course in Reflective practices. This study aims to investigate medical students’ opinions and satisfaction with these three medical humanities courses. Materials and methods We administered a questionnaire to all medical students who took a medical humanities course in the academic year 2023–2024 at the University of L’Aquila. The questionnaire aimed to assess students’ opinions on the content and usefulness of the course and to gather suggestions for improving it. The data collected were analysed both quantitatively and qualitatively, by using various qualitative analysis techniques. Results Thirty-eight students took an MH course during the selected academic year and were recruited for the survey. The survey revealed higher course participation among female students. The courses proved to be important opportunities for students to compare themselves with their colleagues. The students were very satisfied with the three courses (especially the VTS and RP courses), considering them useful for their personal, professional and social growth. They reported improving their observational, reasoning and communication skills (VTS course), developing an empathic attitude towards patients (VTS and NM courses), and learning to work in groups (RP course). They appreciated more workshops than theoretical lectures and suggested increasing the chances to practice what they learnt, also in real life. Conclusions Although some aspects can still be improved, medical humanities courses have been very successful among medical students due to their educational and social value.

Élida de Fátima Diniz Souza, Ana Paula Ramos Machado, José Danúzio Leite de Oliveira et al.

Abstract Background In Brazil, residency programmes in Family and Community Medicine (FCM) and Multiprofessional Residency in Family Health (MRFH) are two-year specialisation courses, funded by the federal government, which aim to train professionals to work in Primary Health Care (PHC). The aim of this study was to draw up an inventory of the assessed competences of the residency programmes in the state of Paraíba, Brazil. Our study’s hypothesis is that self-assessment of competences can be a useful tool for monitoring the development of competences in the training of health professionals, contributing to the process of transitioning from academic curricula to one that is more responsive to the needs of health systems. Methods This is a cross-sectional study with a quantitative approach, in which a structured questionnaire was applied to 300 residents and preceptors from eleven FCM and MRFH residency programmes. Thirty-four professional competences were assessed, and scores were produced from the sum of the Likert scale scores, ranging from 0 to 170 points. Descriptive statistical analysis showed the frequency of residents and preceptors mastering each of the 34 competences. Bivariate analysis was used to compare the differences between these two groups (residents and preceptors) and to assess the agreement between the residents’ self-assessment and that of their preceptor’s evaluation. Results Most participants were female (69.7%), had no partner (53.7%) and no children (76%). The competency score was higher among preceptors (p = 0.003), males (p = 0.008) and those with more experience in PHC (p = 0.003). Among physicians, the median resident self-assessment score was 123, while the resident assessment by the preceptor was 140 (p < 0.001). In the case of the MFHR, there was no significant difference between the median resident self-assessment (134.5) and the resident assessment by the preceptor (130.0) (p = 0.483). Conclusions The Inventory of self-assessed competences proved to be a useful and quick tool for identifying the training strengths and weaknesses of professionals working in Primary Health Care. Clinical trial number Not applicable.

Shengzhong Mao, Chaoli Zhang, Yichi Song et al.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Marina Delianidi, Konstantinos Diamantaras, Ioannis Moras et al.

This study introduces DK-PRACTICE (Dynamic Knowledge Prediction and Educational Content Recommendation System), an intelligent online platform that leverages machine learning to provide personalized learning recommendations based on student knowledge state. Students participate in a short, adaptive assessment using the question-and-answer method regarding key concepts in a specific knowledge domain. The system dynamically selects the next question for each student based on the correctness and accuracy of their previous answers. After the test is completed, DK-PRACTICE analyzes students' interaction history to recommend learning materials to empower the student's knowledge state in identified knowledge gaps. Both question selection and learning material recommendations are based on machine learning models trained using anonymized data from a real learning environment. To provide self-assessment and monitor learning progress, DK-PRACTICE allows students to take two tests: one pre-teaching and one post-teaching. After each test, a report is generated with detailed results. In addition, the platform offers functions to visualize learning progress based on recorded test statistics. DK-PRACTICE promotes adaptive and personalized learning by empowering students with self-assessment capabilities and providing instructors with valuable information about students' knowledge levels. DK-PRACTICE can be extended to various educational environments and knowledge domains, provided the necessary data is available according to the educational topics. A subsequent paper will present the methodology for the experimental application and evaluation of the platform.

René Walendy, Markus Weber, Steffen Becker et al.

The increasing importance of supply chain security for digital devices -- from consumer electronics to critical infrastructure -- has created a high demand for skilled cybersecurity experts. These experts use Hardware Reverse Engineering (HRE) as a crucial technique to ensure trust in digital semiconductors. Recently, the US and EU have provided substantial funding to educate this cybersecurity-ready semiconductor workforce, but success depends on the widespread availability of academic training programs. In this paper, we investigate the current state of education in hardware security and HRE to identify efficient approaches for establishing effective HRE training programs. Through a systematic literature review, we uncover 13 relevant courses, including eight with accompanying academic publications. We identify common topics, threat models, key pedagogical features, and course evaluation methods. We find that most hardware security courses do not prioritize HRE, making HRE training scarce. While the predominant course structure of lectures paired with hands-on projects appears to be largely effective, we observe a lack of standardized evaluation methods and limited reliability of student self-assessment surveys. Our results suggest several possible improvements to HRE education and offer recommendations for developing new training courses. We advocate for the integration of HRE education into curriculum guidelines to meet the growing societal and industry demand for HRE experts.

Zhang Xiong, Haoxuan Li, Zhuang Liu et al.

Personalized education, tailored to individual student needs, leverages educational technology and artificial intelligence (AI) in the digital age to enhance learning effectiveness. The integration of AI in educational platforms provides insights into academic performance, learning preferences, and behaviors, optimizing the personal learning process. Driven by data mining techniques, it not only benefits students but also provides educators and institutions with tools to craft customized learning experiences. To offer a comprehensive review of recent advancements in personalized educational data mining, this paper focuses on four primary scenarios: educational recommendation, cognitive diagnosis, knowledge tracing, and learning analysis. This paper presents a structured taxonomy for each area, compiles commonly used datasets, and identifies future research directions, emphasizing the role of data mining in enhancing personalized education and paving the way for future exploration and innovation.

Maya Defianty, Kate Wilson

Abstract Indonesia has a been a testing-oriented country since its inception. Yet, over the past decade, assessment policies in Indonesia have gradually strengthened their emphasis on formative assessment. In general, Indonesian teachers’ understanding of formative assessment is still relatively modest; in fact, some teachers still consider formative assessment to be challenging, if not impossible.  Nevertheless, others have embraced the concept and have managed to overcome the barriers of large classes, limited time, and the long-standing culture of high-stakes testing.  This article aims to provide examples of good practice in formative assessment in ELT.  We present the results of a multiple case study, involving eight ELT senior high school teachers representing various learning contexts in Indonesia. Drawing on data from interviews and classroom observations, the study revealed that these teachers recognized the barriers in implementing formative assessment deriving from limited time and large classes, yet they were able to overcome these barriers by using teaching modifications and technological tools as solutions to applying formative assessment. This study highlights the pivotal role of teachers’ assessment literacy to enhance and reap the benefits from formative assessment.   Abstrak Indonesia telah menjadi negara yang berorientasi pada ujian sejak awal berdirinya. Tetapi, selama dekade terakhir, kebijakan penilaian di Indonesia secara bertahap semakin menekankan pada penilaian formatif. Secara umum, pemahaman guru-guru Indonesia tentang penilaian formatif masih relatif terbatas; faktanya, beberapa guru masih menganggap penilaian formatif sebagai hal yang menantang, bahkan tidak mungkin dilakukan. Meskipun demikian, beberapa guru telah menerima konsep ini dan berhasil mengatasi hambatan seperti kelas yang besar, waktu yang terbatas, dan budaya ujian berisiko tinggi yang telah berlangsung lama. Artikel ini bertujuan untuk memberikan contoh praktik baik dalam penilaian formatif dalam pengajaran Bahasa Inggris. Kami menyajikan hasil studi multi-kasus, yang melibatkan delapan guru Bahasa Inggris sekolah menengah atas yang mewakili berbagai konteks pembelajaran di Indonesia. Berdasarkan data dari wawancara dan observasi kelas, studi ini mengungkapkan bahwa para guru ini menyadari hambatan dalam menerapkan penilaian formatif yang berasal dari waktu yang terbatas dan kelas yang besar, namun mereka mampu mengatasi hambatan tersebut dengan menggunakan modifikasi pengajaran dan alat teknologi sebagai solusi untuk menerapkan penilaian formatif. Studi ini menyoroti peran penting literasi penilaian guru untuk meningkatkan dan memetik manfaat dari penilaian formatif. How to Cite: Defianty, D., Wilson, K. (2024). Beating Barriers to Formative Assessment in a Testing-Oriented Nation. TARBIYA: Journal of Education in Muslim Society, 11(1), 1-12. doi:10.15408/tjems.v11i1. 40391.

Andrii Voshchepynets, Oleksiy Agapitov, Lynn Wilson et al.

We present the results of processing the effects of the powerful Gamma Ray Burst GRB221009A captured by the charged particle detectors (electrostatic analyzers and solid-state detectors) onboard spacecraft at different points in the heliosphere on October 9, 2022. To follow the GRB221009A propagation through the heliosphere we used the electron and proton flux measurements from solar missions Solar Orbiter and STEREO-A; Earth magnetosphere and the solar wind missions THEMIS and Wind; meteorological satellites POES15, POES19, MetOp3; and MAVEN - a NASA mission orbiting Mars. GRB221009A had a structure of four bursts: less intense Pulse 1 - the triggering impulse - was detected by gamma-ray observatories at 131659 UT (near the Earth); the most intense Pulses 2 and 3 were detected on board all the spacecraft from the list, and Pulse 4 detected in more than 500 s after Pulse 1. Due to their different scientific objectives, the spacecraft, which data was used in this study, were separated by more than 1 AU (Solar Orbiter and MAVEN). This enabled tracking GRB221009A as it was propagating across the heliosphere. STEREO-A was the first to register Pulse 2 and 3 of the GRB, almost 100 seconds before their detection by spacecraft in the vicinity of Earth. MAVEN detected GRB221009A Pulses 2, 3, and 4 at the orbit of Mars about 237 seconds after their detection near Earth. By processing the time delays observed we show that the source location of the GRB221009A was at RA 288.5 degrees, Dec 18.5 degrees (J2000) with an error cone of 2 degrees

Zhiyu Fan, Yannic Noller, Ashish Dandekar et al.

The growing number of students enrolling in Computer Science (CS) programmes is pushing CS educators to their limits. This poses significant challenges to computing education, particularly the teaching of introductory programming and advanced software engineering (SE) courses. First-year programming courses often face overwhelming enrollments, including interdisciplinary students who are not CS majors. The high teacher-to-student ratio makes it challenging to provide timely and high-quality feedback. Meanwhile, software engineering education comes with inherent difficulties like acquiring industry partners and the dilemma that such software projects are often under or over-specified and one-time efforts within one team or one course. To address these challenges, we designed a novel foundational SE course. This SE course envisions building a full-fledged Intelligent Tutoring System (ITS) of Programming Assignments to provide automated, real-time feedback for novice students in programming courses over multiple years. Each year, SE students contribute to specific short-running SE projects that improve the existing ITS implementation, while at the same time, we can deploy the ITS for usage by students for learning programming. This project setup builds awareness among SE students about their contribution to a "to-be-deployed" software project. In this multi-year teaching effort, we have incrementally built an ITS that is now deployed in various programming courses. This paper discusses the Intelligent Tutoring System architecture, our teaching concept in the SE course, our experience with the built ITS, and our view of future computing education.

Emroni Emroni, Abduh Amri, Raihanatul Jannah et al.

This study aims to analyze the strengthening of the quality of human resources to build religious moderation in the Madrasah Ibtidaiyah Sullamut Taufiq, Banjarmasin and the Madrasah Ibtidaiyah Nurul Islam, Banjarmasin. This research used a qualitative case study, where data were obtained from interviews, observation and documentation. Data analysis was carried out through data collection, data reduction, data presentation, and concluding. The results of the study show that strengthening the quality of human resources to build religious moderation is carried out through strengthening national commitment through flag ceremonies and learning activities, accommodating to local culture shown in habituation activities and acculturation of madrasa activities, curricular learning, habituation activities, the commemoration of Islamic holidays. This research has implications for the importance of human resources in the success of religious moderation activities in schools so that the spirit of nationalism, patriotism and inclusivism is optimally awakened.

Fatemeh Nikkhoo, Somaiyeh Fathipoor

The mental pressure caused by having a deaf child has tremendous effects on mothers. This pressure leads to psychological distress and parenting stress for mothers. Therefore, the aim of this study was to investigate the effectiveness of the training protocol based on acceptance and commitment on the psychological distress and parenting stress of mothers with deaf children. The current research was a semi-experimental type with pre-test-post-test and control group. The statistical population was all mothers with deaf children in Tehran. Among these mothers, 30 mothers were selected by available sampling method and then randomly assigned to two experimental and control groups equally. The instrument of this study was the scale of psychological distress and stress of the overbearing child. The sessions of the experimental group consisted of 8 90-minute sessions of acceptance and commitment-based therapy (Bond et al., 2011), which were implemented as a group. Data were analyzed using multivariate analysis of covariance. The results showed that the training protocol based on acceptance and commitment has led to the reduction of psychological distress and parenting stress of mothers (p<0.05). Based on the obtained results, the training protocol based on acceptance and commitment is effective in reducing psychological distress and reducing parenting stress. The results of this study can be effective in helping to reduce the psychological problems of families with deaf children and thus reducing the mental health costs of these families.

Konstantina Katsora, S. Kaprinis, A. Strigas

The present study explores the correlation between the special educator’s emotional literacy/ emotional intelligence and their self-efficacy regarding the empowerment and social inclusion of students with disability. The study examines a main sample of 114 special educators working in the Greek education system. The main research hypothesis is centered around the interrelationship between the two key notions while incorporating copious variables such as age, gender, education and teaching experience to thoroughly examine all aspects. The academic tools utilized within this research include the Schutte (1999) Self-Report Emotional Intelligence Test and the Teaching Students with Disabilities Efficacy Scale-TSDES (Dawson and Scott, 2013). The SPSS statistical package has been used to process the data regarding the descriptive and inductive statistical procedures that have been applied. In the end, it appears that emotional intelligence and the sense of self-efficacy of the special education teachers are inextricably linked as the increase in Emotional Intelligence also implies an increase in Self-Efficacy. In addition, with regard to the relations among the variables, it is noted that education is directly related to the level of Emotional Intelligence as PhD holders performed higher than holders of a Master's or Bachelor’s degree. With regard to the participants’ years of Experience, participants with 6-10 years of service had statistically significant superiority over other groups in terms of Emotional Intelligence. Overall, no statistically significant differences between the genders were found with the exception of the Professionalism and Instruction indicators in Self-Efficacy.  Article visualizations:

R. Marasabessy

Deaf and hard-of-hearing students are a group of people who need special education, but that has not been fulfilled in the Indonesian education system. This research is field research conducted at SLB-B Negeri Cicendo Bandung, the oldest deaf school in Indonesia, located in Bandung. This research was conducted by observing the activities of students in the classroom and in-depth interviews with their teachers; this was done to initiate discussions about various aspects of their education. Problems with language and speech mastery, teaching methods, students' dialectical relationships with technology, and experiences of stigma are used to bring out their life experiences. The study underscores the need to develop and improve the ability to master spoken and spoken language and academic content development. This will increase the access of deaf students to a wide range of disciplines and allow them to go beyond the basic level of attainment.

Jessie J. Smith, Blakeley H. Payne, Shamika Klassen et al.

Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.