Hasil untuk "Theory and practice of education"

Marta Queralt Romero, José Luis Lázaro Cantabrana, Raúl López Vilar et al.

Este artículo presenta los resultados de una revisión sistemática de la literatura sobre prácticas educativas que integran tecnologías digitales (TD) desde la educación básica hasta la educación superior. El estudio adopta la Teoría de la Actividad (TA) como marco teórico para examinar las prácticas educativas como sistemas socioculturales mediados, atendiendo a la relación entre sujeto, objeto, herramientas digitales, reglas, comunidad y división del trabajo. Siguiendo la declaración PRISMA, se realizó una búsqueda en cinco bases de datos (Web of Science, Scopus, ERIC, SciELO y Dialnet), en español e inglés, para el periodo 2013–2023. De las 718 publicaciones identificadas, se seleccionaron 27 documentos que cumplían criterios pedagógicos y didácticos explícitos. El análisis cualitativo se llevó a cabo mediante ATLAS.ti. Los resultados muestran un sesgo geográfico europeo y predominancia de prácticas educativas sistemáticas en Educación Superior (n=16), seguida por Primaria (n=6) y Secundaria (n=4), mientras que Infantil es la menos representada (n=1). Predomina el componente de la TA "Herramientas digitales", mientras "Comunidad" aparece en el 50% de los casos, indicando una falta de perspectiva holística. En el 90% de los documentos la TD fomenta la inclusión digital, subrayando su función compensadora en contextos educativos diversos.

Kathleen Kennedy, Anuj Gupta

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Melissa Costan, Kasim Costan, Anna Weißbach et al.

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers' perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a purposeful sample of 13 experienced physics teachers for a first exploration of attitudes towards physics education research, and (2) a quantitative survey of 174 physics teachers to examine, among other aspects, the previously observed attitudes in a larger sample and to identify teacher profiles using latent profile analysis. The interview study revealed both sceptical and non-sceptical attitudes towards physics education research, including some that fundamentally questioned its practical value. Based on the survey data and latent profile analysis, four distinct teacher profiles differing in their level of scepticism towards science education research were identified. While one profile is highly sceptical, the other three exhibit a mix of sceptical and supportive attitudes. Thus, physics teachers are not generally sceptical. However, the cooperation between research and practice is perceived as unproductive by most teachers.

Karan Shah, Julie Butler, Alexis Knaub et al.

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article we present insights and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

Aldo Gordillo, Daniel López-Fernández

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.

Selani Julia Habeahan, Patri Janson Silaban, Nova Florentina Ambarawati et al.

Students who have learning difficulty in mathematics learning subjects indicate unsatisfactory learning results and incomplete scores with KKM. The quantitative research method is a research method that is based on positive philosophy used to study the research instruments, and the data analysis is quantitative or statistical in order to test the hypotheses that have been set. The research method used is an experimental research method. The students' mathematics learning outcomes before being given treatment obtained an average value of 50.80. The result of the normality test was 0.128. Hence, it can be concluded that the pretest learning outcomes are normally distributed. The students’ mathematics learning outcomes after being given treatment obtained an average score of 72.69. The normality test result was 0.117. Hence, it can be concluded that the post-test learning outcomes are normally distributed. It can be proven that a correlation coefficient value of 0.846 is in the powerful interference category. The results of the T-test to find out whether the hypothesis is accepted or rejected are seen from the tcount 9,118 ≥ ttable 1,692, which means that there is an effect of Joyful Learning on students’ learning outcomes. Thus, Ha was accepted and Ho was rejected.

Qin Z, Ye X, Liu H et al.

Zhuzhu Qin,1,* Xinxin Ye,2,* Huanju Liu,3 Yining Tao,4 Xutong Zheng,1 Yanxia Zhong,5 Danfeng Chen,1 Wan Ye,6 Chenju Zhan7 1School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, Fujian, China; 2Department of Sports and Exercise Science, College of Education, Zhejiang University, Hangzhou, Zhejiang, China; 3Women’s Hospital and Institute of Genetics, Zhejiang University School of Medicine, Hangzhou, China; 4Department of Global Public Health, Karolinska Institute, Stockholm, Sweden; 5Department of Nursing, Shijiazhuang Medical College, Shijiazhuang, China; 6Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China; 7Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, Ningde, China*These authors contributed equally to this workCorrespondence: Wan Ye, Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China, Tel +86 13806086169, Email 200600010142@xmmc.edu.cn Chenju Zhan, Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, No. 89 HeShan Road, Fuan City, Fujian Province, 355000, China, Tel +86 13809562183, Email zhanchenju@yeah.netObjective: This study investigated factors influencing the knowledge, attitudes, practice profiles, and vaccination intentions among Chinese nursing students and nursing interns toward the coronavirus disease (COVID-19) vaccination.Materials and Methods: The multicenter cross-sectional study was based on a self-reported questionnaire collecting information among nursing students and nursing interns from three major geographic regions of China, and the sample was selected by consecutive sampling. The questionnaire was developed by knowledge, attitudes, and practice (KAP) theory. Univariate and multivariate logistic regression were used for statistical analysis.Results: A total of 3180 nursing students and interns (effective rate: 99.8%) from six Chinese provinces were polled. The vaccine hesitation rate was 9.65% (307/3180), 2230 participants (70.1%) had gotten at least one dose of the vaccine, and 643 participants (67.7%) had indicated a readiness to be vaccinated. The results showed that older age, higher academic background, perfect vaccine management, others’ recommendations, influenza vaccination history, epidemic under control, knowledge of vaccines or intervals, and vaccine knowledge training were associated with higher vaccination rates. Conversely, vaccine hesitancy was caused by a perceived lack of physical need, uncertainty about vaccination requirements, and fear of vaccination.Conclusion: This study provided population-based estimates of COVID-19 vaccine uptake intention among mainland Chinese nursing students and interns. Factors such as age, education, vaccine knowledge, and attitudes influence COVID-19 vaccine behaviour. Relevant authorities should understand the barriers to COVID-19 vaccination from knowledge, attitude and practice, which is significant for formulating effective response strategies in future global public health crises.Graphical Abstract: Keywords: COVID-19, vaccine, knowledge, attitudes, practice, nursing students and interns

Michael Guerzhoy

Good (Frequentist) statistical practice requires that statistical tests be performed in order to determine if the phenomenon being observed could plausibly occur by chance if the null hypothesis is false. Good practice also requires that a test is not performed if the study is underpowered: if the number of observations is not sufficiently large to be able to reliably detect the effect one hypothesizes, even if the effect exists. Running underpowered studies runs the risk of false negative results. This creates tension in the guidelines and expectations for computer science education conferences: while things are clear for studies with a large number of observations, researchers should in fact not compute p-values and perform statistical tests if the number of observations is too small. The issue is particularly live in CSed venues, since class sizes where those issues are salient are common. We outline the considerations for when to compute and when not to compute p-values in different settings encountered by computer science education researchers. We survey the author and reviewer guidelines in different computer science education conferences (ICER, SIGCSE TS, ITiCSE, EAAI, CompEd, Koli Calling). We present summary data and make several preliminary observations about reviewer guidelines: guidelines vary from conference to conference; guidelines allow for qualitative studies, and, in some cases, experience reports, but guidelines do not generally explicitly indicate that a paper should have at least one of (1) an appropriately-powered statistical analysis or (2) rich qualitative descriptions. We present preliminary ideas for addressing the tension in the guidelines between small-n and large-n studies

Fatih YAZICI, Şeyda GÜL , Mustafa SÖZBİLİR

Anne Hurley, Deirdre Ryan, Fiona Faulkner et al.

The focus of this paper is on the progression of international students through their undergraduate studies in an Irish higher education institution. Despite the increasing presence of international students in higher education, their perspectives on progression through their undergraduate studies are not adequately explored. Research into the factors that influence international students’ progression is underdeveloped. The paper aims to provide new insights into international students’ perspectives of their progression through their undergraduate studies in an Irish context. This study addresses this gap by exploring what factors international students deem to be significant in terms of successful student progression through higher education in an Irish context. The research involved conducting semi-structured interviews with international students in TU Dublin in Ireland. Five students volunteered to participate in the study. The findings revealed factors that facilitate student progression such as the student’s motivation to study and learn new skills and partake in the class and college environment. The research also revealed factors found to impede progression such as issues relating to the college experience and environment. The results are considered in terms of implications for international student progression. This paper outlines the necessity for those involved in policy and practice to understand and act upon the challenges that international students encounter during their higher education journey.

Santosh Panda

Briley L. Lewis, K. Supriya, Graham H. Read et al.

For many students, introductory college science courses are often the only opportunity in their formal higher education to be exposed to science, shaping their view of the subject, their scientific literacy, and their attitudes towards their own ability in STEM. While science writing instruction has been demonstrated to impact attitudes and outlooks of STEM majors in their coursework, this instructional strategy has yet to be explored for non-majors. In this work, we investigate student attitudes towards STEM before and after taking a writing-intensive introductory astronomy course. We find that students cite writing about science as beneficial to their learning, deepening their understanding of science topics and their perspective on science as a field and finding writing to be a "bridge" between STEM content and their focus on humanities in their majors. Students also report increased perceptions of their own ability and confidence in engaging with STEM across multiple metrics, leaving the course more prepared to be informed, engaged, and science literate citizens.

Tanya Evans, Heiko Dietrich

In the last decade, major efforts have been made to promote inquiry-based mathematics learning at the tertiary level. The Inquiry-Based Mathematics Education (IBME) movement has gained strong momentum among some mathematicians, attracting substantial funding, including from some US government agencies. This resulted in the successful mobilization of regional consortia in many states, uniting over 800 mathematics education practitioners working to reform undergraduate education. Inquiry-based learning is characterized by the fundamental premise that learners should be allowed to learn 'new to them' mathematics without being taught. This progressive idea is based on the assumption that it is best to advance learners to the level of experts by engaging learners in mathematical practices similar to those of practising mathematicians: creating new definitions, conjectures and proofs - that way learners are thought to develop 'deep mathematical understanding'. However, concerted efforts to radically reform mathematics education must be systematically scrutinized in view of available evidence and theoretical advances in the learning sciences. To that end, this scoping review sought to consolidate the extant research literature from cognitive science and educational psychology, offering a critical commentary on the effectiveness of inquiry-based learning. Our analysis of research articles and books pertaining to the topic revealed that the call for a major reform by the IBME advocates is not justified. Specifically, the general claim that students would learn better (and acquire superior conceptual understanding) if they were not taught is not supported by evidence. Neither is the general claim about the merits of IBME for addressing equity issues in mathematics classrooms.

Ben Van Dusen, Christoph Vogelsang, Joseph Taylor et al.

Preparing future physics teachers for the demanding nature of their profession is an important and complex endeavor. Teacher education systems must provide a structure for the coherent professional development of prospective teachers. Worldwide, physics teacher education is organized in different ways, but have to face similar challenges, like the relation between academic studies and practical preparation. To meet these challenges, it is worth taking look at different teacher education systems. In this chapter, we compare physics teacher education in two countries, representing two different educational traditions: Germany and the USA. Comparing different aspects of physics teacher education (standards, organization and institutionalization, content of teacher education, quality assurance), we describe both systems in their current state and why they are organized in the way they are. In doing so, we identify surprising commonalities but also different opportunities for both systems to learn from each other.

Risan Putra Anggara, Purnawarman Musa, Sri Lestari et al.

Corona Virus Disease 2019 (Covid-19) has stopped all aspects of human life, including the world of education. The Ministry of Education of the Republic of Indonesia has stopped face-to-face teaching and learning activities in schools, replacing them with online methods. Work from Home (WFH) is an adaptation of activities as applied online methods to anticipate learning activities during the Covid-19 Pandemic. Learning based on digital transformation technology utilizes network technology entirely online. The application of e-learning technology in the teaching and learning process is a choice for various educational institutions. The use of technology can maximize students 'learning time efficiency and increase students' concentration. Learning with the Virtual Reality (VR) method directs students to discoveries, motivates, encourages, and provides more curiosity for students in learning. Besides VR, Augmented Reality (AR) is a learning method for students to interact with virtual objects and real objects. The author proposes e-learning based learning in Natural Sciences (IPA) subjects in grade 3 in Elementary Schools. The research proposal develops lessons using a virtual approach from real events and provides phenomena of natural occurrences. Science lessons in Elementary Schools increase the curiosity of students scientifically. This method will help students develop the ability to ask questions and find answers to natural phenomena. The research stages carried out in application development are analysis, design, implementation, and application testing. The test results by adding e-learning to traditional learning methods impacted students' understanding of the material with an increased level of understanding by 24%.

Otin Martini, Engkus Kuswarno, Engkus Kuswarno, M. Andriana Gaffar et al.

A Learning Development Of Beauty Skill Program At A Vocational School In Preserving Local Wisdom. Objectives: The research is to analyze the learning development of beauty skill program at a vocational school in preserving local wisdom. Methods: to employ a qualitative approach with an analytically descriptive method towards two-state vocational schools in Kabupaten Bandung and Bandung city. Library research, in-depth interviews, a document study and observation were carried out to gather data. Informants were chosen by using a snowball technique, the findings, then, were examined and analyzed by using management theory by Deming, curriculum theory of social reconstruction and learning theory of constructivism by Vygotsky. Findings:  Learning development planning of beauty skill at a vocation school in preserving local wisdom is designed by formulating vision and mission, arranging curriculum, providing more productive teachers and improving learning facilities. Learning development implementation is made by achieving student’s competence, involving experts and industrial and business world. Learning development is supervised by the Department of Education, Branch Department of Education West Java Provincial Government and school superintendent. The problem faced in learning development is the lack of productive subject time allotment, human resources and qualified teachers understanding local wisdom. The improvement is by enhancing industrial and business world cooperation and teaching factory, collaborating with professional, experts and practitioner organization, using subject time allotment and extracurricular activities.  Conclusion: By learning development of beauty skill program in preserving local wisdom, it affects the quality improvement of graduates who have high awareness towards local wisdom, educational service improvement and the achievement of learning development implementation and the learning quality improvement.

Тамара Іванівна Коваль, Олена Петрівна Бесклінська

У статті розглядається використання засобів візуалізації для створення електронних ресурсів у процесі навчання математичних дисциплін у закладах вищої освіти. Особлива увага приділяється програмним засобам візуалізації математичних даних, які дозволяють представити числа, кількісні відношення, просторові об’єкти і процеси як абстрактні мультимедійні статичні або динамічні моделі, що імітують сутність предмета пізнання і на яких математичні дані можуть бути подані одночасно в комбінації різних форм: текстових, звукових, графічних, анімаційних, фото і відео. Встановлено, що при створенні електронних ресурсів для навчання математичних дисциплін з використанням засобів візуалізації навчального матеріалу доцільно дотримуватись таких основних принципів: когнітивної візуалізації, інформаційної насиченості, наочності, стиснення, повноти, цілісності сприйняття, достовірності, актуальності і точності математичних даних. Проведено аналіз програмних засобів візуалізації навчальних даних за такими характеристиками як вільно поширювальний програмний продукт, зручність і простота використання, багатий візуальний матеріал, інтеграція з системою управління навчанням Moodle і сервісами хмарних інформаційних технологій, зручність працювати на екранах будь-якого розміру: від смартфонів до комп’ютерів. Визначено спеціальне і загальне програмне забезпечення, що відповідає цим вимогам і застосування якого для наочного подання математичних даних дає змогу зробити складний навчальний матеріал зрозумілим і доступним для усвідомлення, представити його в організованому, компактному і концентрованому вигляді. Наведено приклади використання програмних засобів візуалізації математичних даних як спеціального (програма динамічної математики – GeoGebra), так і загального програмного забезпечення (MindMeister, Google таблиці, Screencast-o-matic, iSpring Suite, Draw.io Pro, RealTimeBoard, ThingLink) для створення мультимедійних моделей візуалізації математичних даних з використанням таких засобів, як таблиці, графіки, діаграми, інтелект-карти, навчальні фільми, інфографіка, мультимедійні презентації та інтерактивні плакати.

Yulianah Prihatin, Raras Hafiidha Sari

This study aims to determine students' responses to learning to read narrative text comprehension using the KWLA strategy (What I Already Know, What I Want to Know, What I Learned, and The Affect of the Story). A collecting data in this study used a questionnaire in the form Unstructured questionnaires and interviews The results of the data were obtained and analyzed quantitatively qualitatively The data generated in the form of numbers were then described Based on the results of the study, it was found that aspects 1 to 5 that contained responses of students' interest in learning thus obtained by 90.4% included in the category very good.In aspects 6 to 10 which contain student responses to ease in understanding and learning the material obtained a percentage of 89.1% included in the very good category.In aspects 11 to 13 which contain student responses in the activity and courage to express opinions in the learning process a percentage of 87 is obtained , 9% in the category of very good, and aspects 14 to 15 which contain responses to the ease of students in concluding learning activities get an average percentage of 90.2% included in the very good category. This shows that the KWLA strategy is able to increase student interest in efforts to improve reading comprehension skills.

Muji Gunarto, Ratih Hurriyati

Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased cocreation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and a higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.

Олександра Гірна, Ілона Карпяк

Тіньова економіка притаманна всім без винятку економічним системам світу. Проте збільшення частки тіньової економіки створює значні перешкоди для зростання в економічній і соціальний сферах, конкурентоспроможності та інтеграції країни в міжнародний економічний простір. Дослідження масштабів тінізації є складним завданням, яке потребує великої кількості різних методів. Це пов’язано з тим, що тіньова економіка має прихований характер і проявляється по-різному залежно від сфери функціонування, що породжує складності оцінювання її частки в національній економіці. Проведено ідентифікацію переваг і недоліків методів оцінювання рівня тіньової економіки та кількісний аналіз чутливості соціально-економічного розвитку національних економік до впливу тіньової економіки. Статистично підтверджено висновок про те, що в розвинутих країнах фіксуються найнижчі рівні тіньової економіки, натомість найбідніші країни мають переважно екстремальні частки тіньового сектору економіки. Кореляційно-регресійний аналіз виявив, що серед показників соціально-економічного розвитку країн одним із найбільш чутливих до негативного впливу рівня тіньової економіки попереднього періоду є сумарний внутрішній кредит у  приватний сектор.