Active Learning Process Research Articles

Meningkatkan Hasil Belajar IPA melalui Model Inquiry pada Materi Perubahan Benda di SD An Nuriyah

The low learning outcomes of 6th grade students of SD Islam An-Nuriyah Jagakarsa on the material of changes in science subjects is the main problem of this study. In addition, traditional learning is less able to encourage critical thinking, critical thinking skills and problem-solving skills. The purpose of this study was to improve the learning outcomes of 6th grade students of SD Islam An-Nuriyah Jagakarsa on the material of changes in science subjects. To improve critical thinking, analytical skills, and problem-solving skills, science learning is very important. The inquiry-based learning model is used because it has the ability to encourage students to participate in the active learning process and explore the material independently. This study was designed as a classroom action research (CAR), with two cycles that include planning, implementation, observation, and reflection. The research instruments included observation sheets, learning outcome tests, and documentation. The results showed that student learning outcomes increased significantly. Although the average score of students was still below standard during the first cycle, they increased significantly during the second cycle. In addition, in activities such as asking questions, discussing, and experimenting, students showed an increase in desire and encouragement to participate. In conclusion, the inquiry-based learning model improves students' academic achievement in addition to improving their scientific process skills. There is evidence that implementing this model can significantly improve the quality of science learning in elementary schools.

ОСНОВНІ ПІДХОДИ ДО ВИКОРИСТАННЯ ВЕБ-РЕСУРСІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ В АНГЛІЙСЬКІЙ МОВІ В СТАРШІЙ ШКОЛІ

The article focuses on the fundamental approaches to using web resources for teaching reading in English in high school. The objective of the study is to identify effective methods that promote the development of reading competence among students through the integration of modern technologies into the educational process. Contemporary technologies provide students with access to a variety of resources, making the learning process more interactive and engaging. The research emphasizes the analysis of different types of web resources, such as e-books, interactive platforms, online courses, and blogs, which enable students to develop their reading skills in the context of real-life situations. The methodology of the study is based on a literature review, examination of practical examples of web resource usage in the educational process, and surveys of English language teachers, allowing for data collection regarding the effectiveness of these approaches. The scientific novelty of the work lies in the proposed systematic approach to integrating web resources into the educational process, which includes recommendations for teachers on the use of electronic materials and platforms to enhance students’ reading competence. This is crucial since traditional teaching methods often do not meet the needs of modern students who are accustomed to using digital technologies in their daily lives. The study also suggests the development of specific tasks and exercises that can be implemented based on web resources, fostering an active learning process. The use of web resources in teaching reading not only enriches lesson materials but also fosters critical thinking, self-education abilities, and motivation for learning English among students. Web resources offer opportunities for conducting lessons that extend beyond the classroom, encouraging students to actively participate in the learning process. Thus, the integration of web resources is essential for successfully forming students’ reading competence in the modern educational environment

Maritime Awareness in IPAS Subjects Using TPACK Assisted Discovery Model for Elementary School Students

Science and Social (IPAS) program offers a unique opportunity for students to engage with subject matter that is closely aligned with their daily lives. The IPAS program is designed to provide students with a comprehensive understanding of geographical conditions, ecosystems, and the surrounding environment. The program's objective is to provide students with an initial understanding of the potential wealth of Indonesia's natural resources in both agrarian and maritime fields. To facilitate this comprehension, educators must construct curricula that are malleable and situated within the real-world contexts of their students' lives, thereby rendering learning more meaningful. The objective of this research is to develop IPAS learning using the Discovery model with the assistance of TPACK, in order to facilitate the accommodation of students' diverse learning needs and the internalization of maritime awareness in their daily lives. This research was conducted using the research and development (R&D) method, employing the Lee & Owen model, which encompasses the following stages: needs assessment and front-end analysis, design, development, implementation, and evaluation. The trial design utilized in this development research consisted of a single group of 30 students from SDI Aisyiyah Jatinom, Blitar. The results of the trial demonstrate that the developed product meets the criteria for moderate effectiveness. This can be evidenced by the more active and explorative learning process, whereby students proactively offer opinions on the problems presented. Furthermore, the results of in-depth observations and interviews regarding the meaningfulness of maritime learning using the TPACK-assisted Discovery model are also discussed.

Theatre in social work education (TIS WE): A pedagogy for living critical-radical social work to bridge the micro-macro divide

ABSTRACT The purpose of this paper is to provide a brief account of my journey to implement applied theater in an elective social work education course in New York City, encouraging creativity, risk-taking, and methods for challenging oppression. The experience described supported my process of becoming a creative educator and my pedagogy for teaching critical-radical social work. Critical social work incorporates dialogue and self-reflection to excavate the roots of dehumanization. Radical social work uproots dehumanizing (internal and external) ideologies and practices of dominance (e.g. racism, transphobia, colonialism, white supremacy). Theatre in social work education (TIS WE) an active experiential learning process sets the stage for bringing critical-radical social work education to life by incorporating aesthetic distance, liminal space, intersectionality and embodied practice, scaffolding, and radical imagination. These components develop awareness of micro to macro processes and consequences; and demand holistic problem solving of bio-psycho-social-cultural conundrums, epitomizing critical-radical social work pedagogy. After earning my PhD and becoming a professor, I felt competent as a scholar-activist. However, I developed my identity, designed my practice, and honed my skills as a creative educator while simultaneously playing the roles of student in the Master of Arts in Applied Theatre (MAAT) program and social work educator.

Active domain adaptation in support of reliable operating mode detection for wind turbines

Wind turbines operate under different regimes depending on the contextual conditions, such as meteorology, operational constraints, or grid loads. Knowing when a turbine changes operational regime (its current operating mode) is crucial for a proper assessment of its performance, as only then can one compare it to the expected performance. However, often operators overseeing the turbines do not have access to the operating mode (OM) a turbine is in, leading to incomplete or inaccurate evaluation of its current capacity. We have devised an approach to leverage the knowledge across different wind farms aiming at reliably transferring, using domain adaptation, an OM detection model from a source turbine, for which OM labels are available, to a target turbine, for which they are not. This is achieved by an active learning process, enabling the adaptation to take place with expert supervision, while minimizing the required effort. Furthermore, an extension based on density-based clustering allows to post-process the outcome of the active learning to further characterize and discriminate between multiple non-primary modes of the turbine. Our approach is validated on a real-life dataset of onshore wind turbines, and we demonstrate that our active domain adaptation method achieves optimal OM detection performance.

Machine Learning-Assisted Bayesian Optimization for the Discovery of Effective Additives for Dendrite Suppression in Lithium Metal Batteries.

In the pursuit of enhancing the performance and safety of lithium (Li)-metal batteries, the discovery of effective electrolyte additives to suppress Li dendrites has emerged as a paramount objective. In this study, we employ an inverse design strategy to identify potential additives for dendrite mitigation. Two key mechanisms, namely, the formation of robust solid electrolyte interphase layers and the leveling mechanism, serve as the foundation for our investigation. Our inverse design strategy is guided by molecular properties such as the lowest unoccupied molecular orbital energy and interaction energy upon Li surface adsorption. An active learning process utilizing Bayesian optimization (BO) was utilized to identify potential molecules with ideal properties. Through this screening process, we uncover a collection of 62 molecules with the potential to act as SEI-forming additives, along with 106 molecules for leveling additives, both surpassing the performance of established additives reported in the literature. This work highlights the potential of BO methods in computationally based inverse design of materials for many applications, and the discovered additives could potentially boost the commercialization of Li-metal batteries.

Analysis of Students' Critical Thinking Skills Through the Pakem Learning Model in Science Subject Class VI SD Negeri 78 Palembang

Critical thinking ability is a high-level thinking ability that aims to make reasonable decisions to help the problem solving process actively and skillfully in analyzing, applying and evaluating information obtained or resulting from observations of elementary school students. The learning model is one of the important things in creating an active, creative, effective and enjoyable learning process. The PAKEM model is an appropriate model to use in the learning process. This research aims to determine the critical thinking abilities of class VI students using the PAKEM model in science learning at SD Negeri 78 Palembang. This research uses an experimental method with a quantitative approach. The subjects in this research are 25 VIC class elementary school students. Data collection techniques in this research use observation, tests, interviews and documentation. Data analysis techniques use the normality test, homogeneity test and T-Test. The results of this research found that there were 8 students with high critical thinking skills, with a score range of 85-100, getting a percentage of 32%. Medium critical thinking ability, totaling 12 students, with a score range of 75-80, got a percentage of 48% and low critical thinking ability, totaling 5 students, with a score range of 65-70, got a percentage of 20%. The results of the critical thinking skills of class VIC students using the PAKEM model in science learning at SD Negeri 78 Palembang overall students reached 82.4% in the good category.

Med blick, hand och penna

Abstract The aim of this article is to explore the relationship between aesthetics and pedagogy by focusing on the aesthetic design of reading books. The idea that multiple senses and activities interact when children learn to read is not new in educational studies. Research shows that children’s aesthetic experiences can contribute to increased learning outcome. In this article, we discuss the application of such considerations by examining two reading books in the Swedish series Vill du läsa? (1935–1936) and Nu ska vi läsa (1948–1949), thus taking a historical perspective on the topic. The books were illustrated by two of Sweden’s most famous artists, Elsa Beskow and Ingrid Vang Nyman. We examine how the books appeal to the reader’s creativity and playfulness. Our theoretical starting point is Walter Benjamin’s reflections on the reading and writing child where the gaze is also important. Benjamin’s thoughts were important for Swedish reform pedagogy, which in turn influenced the work of Elsa Beskow and Ingrid Vang Nyman. With the reform pedagogy’s celebration of the creative child, the focus shifts from the book as a product to the actual learning process for which the aesthetic is a prerequisite.

Young People’s voices on social justice: a participatory storytelling and action learning approach

ABSTRACT South Africa is home to a large youth population, defined in South Africa as aged between 18 and 34 years. In working to transform our unequal society, we need to take diverse youth voices, including young people at university, into account regarding what matters to them. To enable their voices, the paper recounts a participatory storytelling research project with students in the educational space of one South African university. Using individual and collective digital storytelling, participants produced an archive of everyday stories, which then comprised a data base for them to analyse social in/justice issues and themes and co-create knowledge from the ground-up, with their emergent ideas categorised in a social injustice map. Through the iterative action learning and reflective process, participants developed their critical awareness of injustices and enhanced their sense of their own epistemic agency to contribute to change. Both the project process and the formation of intersecting capabilities for the co-creation of substantive reparative knowledge about social injustices and fairness were advanced through the project. Finally, it is suggested that these two capabilities might be applied to young people globally as crucial for contributions to epistemic agency and for making more just future societies.

The Effectiveness of Project-Based Learning Assisted by Digital Technology to Improve Problem-Solving and Critical Thinking Skills in SMKN 3 Sampang Students

Lack of students' ability to find idols that reflect national values ​​and weak vision of their future. Technology-based PjBL learning is applied to engage students in active and collaborative learning processes, helping them develop critical thinking and problem-solving skills. This study aims to analyse the effectiveness of project-based learning (PjBL) supported by digital technology in improving students' critical thinking and problem-solving skills at SMKN 3 Sampang. This study is a quantitative study with a positivist approach. A descriptive survey approach examines variables and research units without considering the relationship between variables. The results show that this method is effective in improving these skills and motivating students to be more involved in learning, with environmental support playing an important role in optimizing results. In conclusion, innovation in learning methods that are adjusted to technological developments and the needs of the world of work is needed to ensure that vocational high school graduates have adequate competencies and are relevant to industry demands.

Playful Dramatizations – Doing German the Nordic Way

Nordic perspectives on playful learning have been defined by values and preconceptions associated with play in schooling. However, playful learning also emerges in specific ways as part of the patterns of relations that form classroom teaching and learning. Patterns can be understood as sociomaterial relationships in practice that create rhythms which become constitutive for specific teaching and learning practices (Sørensen, 2009). In the paper, I identify and trace ways in which specific patterns are created by multiple relationships that enable and hold together playful learning activities. With a focus on patterns of relations, I draw on performative understandings of playful learning which are holistically defined by complex sociomaterial relationships. The paper explores how these patterns enact Nordic ways of doing playful learning that are defined by both specific materialities, moods, and rhythms of doing language learning in secondary schooling. The paper builds on observations and interview data from a project in which teachers and students from three Danish schools experimented with playful learning in the school subjects English and German. In the project, experimentation and didactic development were enabled through action learning processes involving the participating teachers and the researcher. Experiments were scaffolded through use of the platform Drama Studio, where students can create animated stories using avatars in multimodal drama production. The paper focuses on a specific case in which the teaching of German became part of doing hygge as a seasonal mood in the classroom during an unusually long, four-hour German session. In the dynamics of enacting German as hygge, multiple relationships emerged that both held together and transcended the apparently delineated activity of doing German through Drama Studio.

Construction of Al–Si interatomic potential based on Bayesian active learning

Nanoscale simulations for optimizing the performance and processing of Al–Si alloys are currently facing two major obstacles: the scarcity of high-quality semi-empirical potentials tailored to complex alloy systems, and the prohibitively high computational cost associated with ab initio molecular dynamics simulations. In order to enhance simulation efficiency and accuracy of the Al–Si alloys’ microstructural evolution, this study employs a dynamic active learning technique, FLARE, to develop a non-parametric machine learning potential that combines the high accuracy of density functional theory (DFT) with the efficiency of classical molecular dynamics (MD). Without relying on extensive initial ab initio molecular dynamics data or existing databases, collection of the necessary data is progressively made during the active learning process, thereby constructing a potential capable of accurately simulating the structure and dynamics of high-temperature Al–Si alloys. By comparing with experimental measurements and ab initio molecular dynamics calculations, the high accuracy and computational efficiency of this potential is demonstrated in predicting energy, force, structure, and dynamic properties. The results provide novel theoretical insights for optimizing Al–Si alloy processing and underscore the usefulness of active learning methods in constructing high-accuracy potentials.

Enhancing protein aggregation prediction: a unified analysis leveraging graph convolutional networks and active learning.

Protein aggregation (PA) is a critical phenomenon associated with Alzheimer's and Parkinson's disease. Recent studies have suggested that factors like aggregation-prone regions (APRs) and β-strand interactions are crucial in understanding such behavior. While experimental methods have provided valuable insights, there has been a shift towards computational strategies, particularly machine learning, for their efficacy and speed. The challenge, however, lies in effectively incorporating structural information into these models. This study constructs a Graph Convolutional Network (GCN) to predict PA scores with the expanded and refined Protein Data Bank (PDB) and AlphaFold2.0 dataset. We employed AGGRESCAN3D 2.0 to calculate PA propensity and to enhance the dataset, we systematically separated multi polypeptide chains within PDB data into single polypeptide chains, removing redundancy. This effort resulted in a dataset comprising 302 032 unique PDB entries. Subsequently, we compared sequence similarity and obtained 22 774 Homo sapiens data from AlphaFold2.0. Using this expanded and refined dataset, the trained GCN model for PA prediction achieves a remarkable coefficient of determination (R 2) score of 0.9849 and a low mean absolute error (MAE) of 0.0381. Furthermore, the efficacy of the active learning process was demonstrated through its rapid identification of proteins with high PA propensity. Consequently, the active learning approach achieved an MAE of 0.0291 in expected improvement, surpassing other methods. It identified 99% of the target proteins by exploring merely 29% of the entire search space. This improved GCN model demonstrates promise in selecting proteins susceptible to PA, advancing protein science. This work contributes to the development of efficient computational tools for PA prediction, with potential applications in disease diagnosis and therapy.

Results of Teacher’s Supervision at SDN 6 Banyuasin I

The implementation of academic supervision is a professional guidance activity carried out by the principal to teachers to ensure that they can carry out their teaching obligations with high performance so that learning can run effectively with the main indicators being an active, creative, inventive, effective, efficient, and enjoyable learning process. This study aims to determine the implementation of academic supervision to improve teacher performance. This type of research is a literature study. using conceptual and theoretical research. The literature study uses 30 journals as study materials. The stages in writing a literature study include topic selection, literature search, opinion development, literature survey, literature criticism, and review writing. The results of the study state that academic supervision which runs effectively can improve teacher performance, especially in carrying out learning activities. The implementation of effective academic supervision is carried out starting from activity planning, implementation, providing feedback, and following up. The tools for carrying out assessments in implementing academic supervision include learning device administration assessment instruments, lesson plan assessment instruments, learning implementation assessment instruments, learning evaluation assessment instruments, follow-up instruments, and overall performance assessment instruments.

Academic Supervision at SMA Negeri 18 Palembang

Minister of National Education Regulation Number 13 of 2007 explains the ability of school principals to understand the Competency Standards of School Principals. The competence of the school principal based on the Minister of National Education Regulation consists of four components. The competency of the principal is an absolute ability to be mastered and practiced by the principal to lead and guide his subordinates within the scope of the school. One form of application is to carry out supervision competencies. This competency is a real action by the principal to improve the professionalism of teachers. The content of the activity is to approach using appropriate supervision techniques and then follow up. Looking at the results of the analysis of the supervision program in general at SMAN 18 Palembang, it should be followed up in order to improve the quality of educators such as: teachers have not developed and implemented an active learning process, teachers’ understanding of creative learning activities has not been maximized, and learning indicators and programs have not been developed holistically. It is an obligation for the principal to carry out comprehensive and systematic supervision and detail the opportunities for activities to be held along with the feedback from the supervision activities carried out. It is expected to boost the quality of learning for teachers and students in the classroom.

Development of a Natural Language Processing (NLP) model to automatically extract clinical data from electronic health records: results from an Italian comprehensive stroke center

IntroductionData collection often relies on time-consuming manual inputs, with a vast amount of information embedded in unstructured texts such as patients’ medical records and clinical notes. Our study aims to develop a pipeline that combines active learning (AL) and NLP techniques to enhance data extraction in an acute ischemic stroke cohort. Materials and methodsConsecutive acute ischemic stroke patients who received reperfusion therapies at IRCCS Humanitas Research Hospital were included. The Italian NLP Bidirectional Encoder Representations from Transformers (BERT) model was trained with AL to automatically extract clinical variables from electronic health text. Simulated active learning performances were evaluated on a set of labels representing patients’ comorbidities, comparing Bayesian Uncertainty Sampling by Disagreement (BALD) and random text selection. Prognostic models predicting patients’ functional outcomes using Gradient Boosting were trained on manually labelled and semi-automatically extracted data and their performance was compared. ResultsThe active learning process initially showed null performance until around 20% of texts were labelled, possibly due to root layers freezing in the BERT model, yet overall, active learning improves model learning efficiency across most comorbidities. Prognostic modelling showed no significant difference in performance between models trained on manually labelled versus semi-automatically extracted data, indicating effective prediction capabilities in both settings. ConclusionsWe developed an efficient language model to automate the extraction of clinical data from Italian unstructured health texts in a cohort of ischemic stroke patients. In a preliminary analysis, we demonstrated its potential applicability for enhancing prediction model accuracy.

Yabancı Dil Öğretiminde Öğretmen ve Öğrenci Merkezli Yaklaşımlar: Sosyal Formların Etkili Kullanımı

In today's world, where information is easily accessible and the capacity of artificial intelligence challenges the limits of human intellect, fundamental changes are required in education systems. However, traditional educational approaches in Turkey still treated students as passive recipients of information, which can negatively impact the development of skills such as critical thinking, problem-solving and creative idea generation. Particularly in the teaching of social sciences, humanities and Turkish as a foreign language, student-centered and goal-oriented approaches that rely on the effective use of social forms play a crucial role in enhancing students' language skills and engaging them in the active learning process. The purpose of this study is to introduce student-centered teaching, social forms and goal-oriented teaching approaches and to examine how these approaches can create a transformation in education. Specifically, the positive effects of these methods on improving language skills, critical thinking, creative problem-solving, and effective communication abilities will be emphasized. As a method, literature review and theoretical analysis will be used. Existing studies on these approaches will be examined and the effectiveness of student-centered teaching methods in the context of social forms and goal-oriented strategies used in education will be evaluated. Additionally, a comparative analysis of these methods with traditional approaches will be conducted. The results show that student-centered teaching, social forms, and goal-oriented teaching strategies deeply enhance students' language skills and encourage them to think more independently, critically and creatively. These findings indicate that Turkey's education system needs to adopt innovative approaches to better align with the demands of the current information age. The results of this study provide a significant foundation for the development and implementation of new pedagogical strategies in the fields of social sciences and language teaching. Moreover, these innovative approaches, supported by PISA results, could play a critical role in improving Turkey's educational performance. Keywords: Foreign Language Teaching, Student-Centered Approaches, Goal-Oriented Instruction, Social Forms, Plenum, Partner Work, Group Work, Individual Work

Competence-based Educational Design Model for Medical Sciences Based on the Community of Inquiry

Introduction: Achieving competence as the main goal in medical education requires a dynamic and active learning process that includes the characteristics of a community of inquiry framework. This theoretical framework provides an overall and coherent structure of an interactive educational experience with a focus on the learning process. Therefore, the purpose of this research was to develop a competency-oriented educational model for medical sciences based on the framework of the community of inquiry. Methods: This was a qualitative and quantitative research. The qualitative part was conducted using qualitative content analysis of documents and focus group discussions, while the quantitative part involved internal validation of the educational design model through a descriptive survey method (based on experts' opinions) and a researcher-made questionnaire. The sampling method was purposeful, focusing on specific or unique cases continuing until theoretical saturation was reached. Results: Using qualitative content analysis (36 documents, 33 articles, and three books) and focus group discussions (with the participation of 14 experts in medical education), the dimensions of competence, principles of competency-based medical education, and principles of inquiry community were identified. Based on theoretical foundations, these were categorized into three domains: affective, cognitive-skills, and metacognitive, along with their subcategories. The alignment of these dimensions led to the formation of a competency-based medical education model, grounded in the inquiry community framework. Internal validation of the developed model was conducted using a researcher-made questionnaire and the participation of 14 experts in educational technology and medical education. According to the specialists' opinions, the developed model achieved a relatively high internal validity (T=14.52, P<0.0001). Conclusion: In this study, the competency-based educational design model for medical education, based on the inquiry community, exhibited appropriate design and organization, flexibility, and adaptability to individual learning needs, even in unpredictable situations within medical education. Its design and organization can be continuously refined and improved throughout the educational experience. Given that it achieved a relatively good internal validity according to the opinions of specialists in medical education and educational technology, it can be introduced as a suitable model in the field of competency-based medical education.

An active learning Kriging-based Bayesian framework for probabilistic structural model exploration

The Bayesian framework in structural health monitoring includes both modal identification and model exploration. Probabilistic model exploration, also named as model updating, can effectively estimate the structural parameters and quantify their uncertainties. However, it can be computationally intensive on application to real-world large-scale structures. Meta-models, e.g. Kriging models, can help tackle this challenge but they also introduce more uncertainties. In this paper, a novel Bayesian framework combining the active learning Kriging approach is proposed. The framework comprises three major components: the improved fast Bayesian spectral density approach for modal identification, the active learning Kriging method for meta-modelling, and the Bayesian structural model exploration. The Transitional Markov Chain Monte Carlo algorithm is implemented throughout the framework to sample the posterior distributions. The uncertainties from three aspects, i.e., (1) measurements, (2) meta-model construction and (3) finite element modelling, are considered in definition of the likelihood function adopted in both the active learning and model exploration processes. Compared with the ordinary Kriging model and adaptive Kriging approach using U function, the proposed active learning method significantly reduces the uncertainties of the Kriging predictor and improves its local prediction performance with fewer samples. The proposed framework is validated by a continuous test beam in the laboratory and applied to a real-world cable-stayed bridge using structural health monitoring data. A mode-matching criterion is used to overcome the difficulty of closely spaced modes in model exploration of the cable-stayed bridge. As the proposed framework is data-driven, no weighting hyperparameters are required. The active learning Kriging-based Bayesian framework can directly process structural dynamic time history response and conduct probabilistic model exploration with multiple uncertainties included, and therefore is promising in application to major structures.

Sequential and adaptive probabilistic integration for Bayesian model updating

The present study attempts to introduce a Bayesian perspective to marginal likelihood estimation. For this purpose, the Bayesian marginal likelihood inference (BMLI) framework is first developed, where the posterior statistics of the marginal likelihood are estimated using efficient random process sampling. The sequential and adaptive probabilistic integration (SAPI) method is then proposed within the BMLI framework to efficiently infer the posterior distribution of the model parameters as a result of the marginal likelihood estimation. In this method, an adaptive tempering of the likelihood function is presented to draw samples from a series of intermediate distributions to perform probabilistic integration sequentially, and the samples are finally converged to the target posterior domain. An active learning process is also designed to accelerate the sequential integration with a minimum number of likelihood function observations. Four numerical examples are investigated and the superiority of the SAPI method over other sequential sampling methods is demonstrated.