Curriculum For Students Research Articles

Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation.

Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech-language therapy and special education students from five universities. Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. What is already known on the subject Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent-wide, was identified. What this paper adds to existing knowledge An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. What are the practical and clinical implications of this work? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.

Effect of an inquiry-based teaching sequence on secondary school students’ understanding of wave optics

Wave optics is a mandatory part of Croatian secondary school physics curriculum for students in the final year of secondary school (age 18–19). Many physics education research studies have shown that it is a difficult physics topic for both university and secondary school students. An inquiry-based teaching sequence on wave optics, designed for eight 45-min teaching periods, was developed by the authors. The sequence included four investigative students’ experiments on the topics of interference, diffraction, and polarization of light, as well as several teacher demonstrations. The experimental group included six classes of students from six different Croatian urban secondary schools, who underwent the teaching intervention with the new inquiry-based sequence on wave optics, whereas the control group consisted of six classes from the same schools, taught in a predominantly lecturing way. Both groups were post-tested with the same instrument, the Conceptual Survey on Wave Optics (CSWO), to evaluate the research hypothesis that the new sequence might improve students’ conceptual understanding better than the traditional teaching. The results of the experimental and control groups were analyzed and compared using the Rasch analysis. The results show that the experimental group outperformed the control group in four out of five conceptual areas probed by the CSWO, suggesting that the new inquiry-based teaching sequence may contribute to stronger development of secondary school students’ conceptual understanding of wave optics, especially concerning typical wave optics patterns, reasoning from experiments, and explaining basic wave optics phenomena. A questionnaire on attitudes toward the teaching intervention was administered to students and it was found that students generally liked the inquiry-based teaching intervention and expressed positive attitudes to interactive, experimental, and collaborative aspects of physics teaching. The results are very promising, but their generalization may be limited by the selection of the students, as well as by the short duration of the teaching intervention and the relatively small breadth of the covered topics. Published by the American Physical Society 2024

Application of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung

This study aims to describe the results of the Implementation of the Independent Curriculum in Indonesian Language Learning at SMAN 4 Tapung. The subjects in this study were teachers at SMAN 4 Tapung. The data in this research are primary data and secondary data. There are three data sources in this study. First, Indonesian teacher, second Indonesian teacher, and third Indonesian teacher. The instrument of this research is joint research. The results of this study are twelve. First, the teacher has implemented the independent curriculum in Indonesian language learning. Second, the implementation of the independent curriculum brings positive changes to student behavior. Third, the learning materials for the independent curriculum are better than before. Fourth, the teacher makes students apply P5 (projects, strengthening, profiles, students, Pancasila). Fifth, the application of various learning facilities in schools. Sixth, the teacher gives freedom in using learning resources. Seventh, the teacher applies the type of assessment for the national exam, namely AKM. Eighth, implementing socialization in AKM and character surveys. Ninth, exercise freedom in designing learning activities according to the context and needs of students in the independent curriculum. Tenth, preparing lessons in Indonesian made by the teacher in the form of teaching modules. Eleventh, the application of methods and strategies in implementing the independent curriculum teaching modules in Indonesian. Twelfth, the teacher applies a student-centered learning model.

A core lighting curriculum for university students and lighting professionals

A core lighting curriculum for university students and lighting professionals

Exploring the efficacy of writing comics as a tool for enhancing EFL writing skills of undergraduate Ecuadorian polytechnic students

Purpose This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students. Design/methodology/approach This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews. Findings From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics. Research limitations/implications First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds. Practical implications The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world. Social implications Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures. Originality/value Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.

Innovative Change Strategies for Excellence in Islamic Education: Insights from Indonesia and Thailand

This article delves into the pivotal role of institutional management in facilitating changes crucial for the advancement of Islamic educational institutions amidst escalating global competition. The purpose of the study is to examine how Indonesian Islamic High School IIHS in Indonesia and Bamrung Muslimin High School (BMHS) in Thailand transformed into internationally renowned centers of excellence. Employing a multi-site qualitative approach involving in-depth interviews, observation, and documentation, the study utilizes Miles, Huberman, and Saldana's interactive analytical method. The research underscores three pivotal stages of change management—selection, trajectory, and implementation—that significantly enhance the schools' competitiveness in terms of student performance, faculty, curriculum, and overall quality. The study highlights the imperative of adeptly managing change as a linchpin for these institutions' innovative adaptation, thereby bolstering their capacity to navigate the evolving landscape of national and global educational competition. Ultimately, this study underscores the critical importance of strategic change management in fostering innovation and competitiveness within Islamic education, offering insights into navigating contemporary challenges.

(080) ADVANCING PRECLINICAL MEDICAL STUDENT EDUCATION: A COMPREHENSIVE CURRICULUM FOR TEACHING SEXUAL AND REPRODUCTIVE HISTORY TAKING TO MEDICAL STUDENTS THROUGH MULTIMODAL TEACHING TECHNIQUES

Abstract Introduction Sexual and reproductive history taking is a fundamental yet often overlooked aspect of medical education. Most medical schools in North America do not provide adequate sexual health training to students, with 44% of schools lacking a sexual and reproductive health curriculum (1). Moreover, there are currently no national standards across medical schools for training students to take a sexual health history (2). Existing programs vary widely and often consist of limited hours or electives, leaving many medical graduates feeling unprepared (3). Objective To develop a multimodal course and standardized curriculum for first-year medical students. Methods Through a combination of video presentations, live demonstration, interactive lecture, and Group Observed Structured Clinical Experience (GOSCE) sessions with standardized patients, students were guided in learning and practicing sexual history taking skills. Post-course surveys were sent to all 52 students after completion of the course, with 46 students completing the survey (response rate 88%). Students were asked to rank their knowledge of the course topic on a scale from 1 (not at all knowledgeable) to 5 (extremely knowledgeable) both before and after participating. Results On average, there was a significant change in knowledge, regarding navigating sexual health biases and effectively obtaining a sexual history from patients, by 1.2 points after students partook in the course (p < 0.0001). The majority (80%) reported that there was the right amount of lecture and patient interactive learning. Ninety-six percent of students agreed that the course met the learning objectives and indicated they would use what they learned in the course in the future. Conclusions After participating in this multimodal sexual health course, students demonstrated an improvement in knowledge and indicated that the course met the learning objectives. These results suggest that multimodal teaching methods may address the gap in sexual health education. Disclosure No.

인공지능 융합교육 수업 사례 연구

Objectives This study aimed to develop an AI convergence education lesson case that can be applied to integrated curriculum for lower elementary school students, and to analyze its effectiveness by applying it to actual lessons. Methods For this purpose, AI-based educational lessons were developed in accordance with the ADDIE model and subsequently implemented over 16 sessions with 20 first-grade students from an elementary school in Daegu. In order to assess the efficacy of the aforementioned lessons, a range of methodologies were employed, including the evaluation of learning outcomes, surveys on lesson satisfaction, in-depth interviews with students, an analysis of students' diaries, and the examination of teacher's field notes. Results The results of the study indicated that integrating AI content within the framework of subject-centered convergence education in elementary schools can significantly enhance students' understanding of AI, including its principles and applications. The lessons, which were developed around themes such as the “Community, Autumn, and South Korea” taught in the first grade of elementary school, led to high levels of satisfaction among students. In particular, the projects “Creating a Sharing Market Stall,” “Getting Acquainted with Autumn,” and “Promoting Traditional Korean Foods” not only facilitated a deeper understanding of AI but also enabled students to become proficient in using AI tools. Furthermore, these activities contributed to the development of students' creative thinking and problem-solving skills, thereby demonstrating the potential of AI convergence education for supporting comprehensive learning outcomes in young learners. Conclusions The results of this study have demonstrated the potential of AI convergence education within elementary education. In order to implement AI convergence education programmes effectively for lower-grade elementary students, it is necessary to develop educational materials, enhance the technical capabilities of AI tools, and establish institutional support measures.

Artificial Intelligence Enhanced Digital Learning for the Sustainability of Education Management System

Maintenance schedules are scheduled ahead of time and automatically based on the continuous monitoring of the equipment by statistical methods, thanks to artificial intelligence-enabled digital transformation and the best fit model based on Machine Management Index in a pedagogical system. One of the most important aspects of universities is the widespread use of machine learning methods to evaluate students' progress. Machine learning approaches are designed to speed up the learning process without sacrificing accuracy. The dynamics of teaching and learning have shifted since the introduction of modern technological tools. The educational system as a whole has changed and developed over time. These days, people can get an education outside of the classroom as well, thanks to the proliferation of online courses and resources. Everyone's professional life begins with their education. By analyzing past data, artificial intelligence methods can resolve existing problems. When applied properly, artificial intelligence can be a highly efficient method for solving problems with a predictable and repeatable solution space. The learner's personality can be predicted based on a number of factors using machine learning approaches. This article examines how AI may improve digital learning in education management systems to sustain the education ecosystem. AI in education improves student results, learning experiences, and administrative processes. This study discusses AI applications in education management systems and associated problems and opportunities. We also explore ethical issues and the roadmap for using AI to improve education. Educational institutions can provide individualized curriculum for students based on their unique personalities and areas of interest. Institutions of higher learning can benefit greatly from this instrument for personality prediction by recommending a course of study that will better prepare students to enter the field of their choice and achieve professional success.

Bringing the World to a Rural Campus

In July 2021 the United States Department of State and United States Department of Education released a joint statement on the need for higher education to be global. At rural universities across our nation this can be a challenge. One method to globalize the curriculum and experience of students is to utilize the international students studying on your campus. In the fall 2019 this method was used for a cultural mentoring project pairing international MBA students with undergraduate students in an introductory course. This led to student sharing their experiences and cultural exchanges increasing the global and intercultural competence of all the students involved.

Implementation of the High-Performance Computing Summer Institute at Jackson State University

Between May 25, 2023 and June 21, 2023, we hosted the inaugural four-week High-Performance Computing Summer Institute at Jackson State University. This endeavor was made possible through the support of a three-year NSF CISE-MSI grant. The primary objective of this Summer Institute revolved around the engagement, education, and empowerment of minority and underrepresented students in the realm of High-Performance Computing (HPC) within the field of engineering. Nine undergraduate students with diverse background were recruited to participate in this program. Throughout the program, we immersed these students in a comprehensive curriculum that covered various critical facets of HPC. This curriculum encompassed hands-on instruction in Linux operating system command-line operations, C programming within the Linux environment, fundamental HPC concepts, parallel computing utilizing the Message Passing Interface (MPI) library, and GPU computing through OpenCL. Additionally, we delved into foundational aspects of fluid mechanics, geometric modeling, mesh generation, flow simulation via our in-house flow solvers, and the visualization of solutions. At the end of the program, every participant was tasked with delivering an oral presentation and submitting a written report encapsulating their acquired knowledge and experiences during the program. We are excited to share a detailed overview of our program's implementation with our audience. This includes insights into our utilization of ChatGPT to enhance C programming learning and our suggestion of the NSF ACCESS resources to gain access to HPC systems. We are proud to announce that the program has achieved remarkable success, as evidenced by the positive feedback we received from the participants.

Penerapan Manajemen Kurikulum Di SMP Muhammadiyah 1 Medan

Curriculum management is very important to study or research to find out how it is implemented in education in Indonesia, especially in junior high and high school level schools. To obtain data that is relevant to the research theme, this research used a qualitative research method with a descriptive type, namely research that describes or describes certain situations based on data obtained in detail according to the problems set out in this research. The research is a case study which aims to analyze the Implementation of Curriculum Management at SMP Muhammadiyah 1 Medan. The results of the research show that the implementation of curriculum management at SMP Muhammadiyah 1 Medan has been carried out in a structured and gradual manner for the students. However, there are still challenges or obstacles in implementing effective learning according to the curriculum for students. This is because subject teachers often forget to create or prepare teaching materials that are in accordance with the curriculum determination for students.

From vision to enactment: reflections on the practical impact of the Beyond 2000 report

ABSTRACT The Beyond 2000 report (Millar & Osborne, 1998) argued that the school science curriculum of the late twentieth century was designed primarily to provide a sound preparation for progress to more advanced courses in science. It proposed that the curriculum for students up to the age of 16 should instead be designed to develop all students’ ‘scientific literacy’, through a focus on the major ‘explanatory stories’ of science and a set of key ‘ideas-about-science’. Have the recommendations of Beyond 2000 had any lasting impact on curriculum and instruction? I will explore this question by considering the most explicit effort to act on these recommendations, the Twenty First Century Science project (Millar [2006] Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499–1521.). The development of this curriculum programme for 14–16 year old students in England illustrates the scale and nature of the task of transforming a curriculum vision into an operational reality, and highlights the challenges of achieving significant change, and the main sources of difficulty and resistance. Despite evidence of positive impact on student engagement, external influences have steadily diminished its initial impact and the science curriculum has returned to its late twentieth century emphasis. Yet the Beyond 2000 critique remains as valid today as twenty-five years ago. The science curriculum in most countries does not reflect a clear vision of the contribution of science to a general education. The practical response to Beyond 2000 suggests that significant change requires clarity on intended outcomes and how they might be assessed, and the building of professional and social consensus around them.

Ready to Care for Pregnant Women with Breech Presentation? - Results from an Online Survey for Midwives and Midwifery Students in Germany, Austria, and Switzerland

The vaginal birth of breech presentation is an option for pregnant women supported by current German and international guidelines when favorable conditions and appropriately trained personnel are available. According to midwifery laws in the D-A-CH region, midwives should be able to provide care for a vaginal breech birth in emergencies. Therefore, imparting skills for breech delivery is enshrined in the curriculum for midwifery students. This study evaluated the knowledge and training needs of midwives and midwifery students in the German-speaking region. In May 2022, experiences, specific knowledge, and further training needs regarding vaginal breech birth were assessed through an online survey. Analysis of 467 questionnaires showed that only 30% of respondents currently attend vaginal breech births in their professional environment, but 50% would like to offer this service. 94% of respondents indicated that they would feel more confident if regular training opportunities, particularly simulations and virtual offerings, were provided for vaginal breech birth. However, currently only 10% of respondents receive regular training opportunities for vaginal breech births. The results suggest an increased provision of training opportunities for vaginal breech births to enhance midwives' safety in managing such births.

Integrating NIH “Press reset on stress” strategies into DPT curriculum: A quasi-experimental design

BackgroundDoctor of Physical Therapy (DPT) students report higher levels of stress and anxiety compared to age-matched peers. Increased stress can negatively impact students' physical conditions and academic performance. ObjectiveThis study aims to incorporate the NIH “Press Reset on Stress” strategies of deep breathing, PMR, and mindfulness into the curriculum for DPT students and evaluate their effectiveness on student-perceived stress, anxiety, and depression. MethodsThe research design was a quasi-experimental study. Participants (n = 39) were current DPT students. Weekly Interventions of 5–10 min deep breathing, mindfulness, or progressive muscle relaxation were performed over 13 sessions. Data points of weeks 0,7, and 13 were used to collect outcome measure scores on the Depression Anxiety Stress Scale 21(DASS-21), and the Perceived Stress Scale-10 (PSS-10), while the Stress Numeric Scale (SNS) was collected weekly. Estimations of differences between means and 95% confidence intervals were used to analyze data using a PEDro template. Effect size was measured using Cohen’s d. ResultsEstimations of differences between means between beginning and end point results are: DASS21-Anxiety:2.29 (CI: 2.03, 2.55; d: 0.88). DASS21-Stress:0.51 (CI: 0.35, 0.67; d: 3.86). DASS21-Depression: 1.93 (CI: 1.60, 2.26; d: 0.34). PSS-10:1.41(CI: 1.29, 4.11; d:0.23). SNS:1.65 (CI:0.79, 2.51; d: 0.87). ConclusionThis study demonstrated that integrating stress relief strategies of deep breathing, mindfulness, and progressive muscle relaxation into the curriculum significantly improved outcomes across all three DASS-21 categories and the SNS. Utilizing these strategies may help manage or reduce symptoms of depression, stress, and anxiety among DPT students.

MONITORING OF THE SPECIES DIVERSITY OF LIVING ORGANISMS IN TEACHING AGROECOLOGY TO BIOLOGY STUDENTS

The article provides materials on mathematical processing of data obtained during monitoring of the species diversity of living organisms under the influence of anthropogenic or man-made press on biocenoses, as well as calculations of concentrations of man-made pollutants. The necessity and timeliness of their inclusion in the curriculum of biology students are substantiated.

Utilization of artificial intelligence in Outcome-Based Curriculum Evaluation and Development

The integration of artificial intelligence (AI) in education has revolutionized traditional teaching and learning methodologies, offering significant improvements in curriculum evaluation and development. This study explores the utilization of AI in the evaluation and development of an Outcome-Based Curriculum (OBC). AI technologies, including machine learning algorithms and natural language processing, are employed to analyze vast amounts of educational data, providing insights into student performance and curriculum effectiveness. The research highlights how AI can identify learning gaps, predict student outcomes, and recommend personalized learning paths, thereby enhancing the overall educational experience. By leveraging AI, educators can design more adaptive and responsive curricula that meet the dynamic needs of students and industry standards. The findings suggest that AI-driven tools not only streamline the evaluation process but also facilitate continuous curriculum improvement, ensuring that educational programs remain relevant and outcome-focused. This paper underscores the potential of AI to transform curriculum development practices, promoting a more efficient, data-driven approach to education that aligns with contemporary educational goals and outcomes.

Empowering First-Grade Students’ Learning: Enhancing Education Through English E-Storybooks Aligned with The Emancipated Curriculum

This research explores the development of English e-storybooks integrated with the Emancipated Learning curriculum for first-grade students at SDN 3 Banjar Jawa. Following the Design and Development (D&D) model, specifically the ADDE (Analyze, Design, Development, and Evaluation) framework, the study employs a mixed-method approach, combining qualitative and quantitative analyses. The research addresses the dearth of supplementary materials and the limited use of e-storybooks in the context of Emancipated Learning. The process involves a systematic analysis of needs, the design of a comprehensive blueprint, the development of e-storybooks, and an evaluation based on expert judgment, teacher assessments, and student feedback. The results indicate that the developed e-storybooks align with curriculum objectives and exhibit excellence in material development principles. The findings emphasize the potential of e-storybooks in enhancing language skills and supporting 21st-century learning principles. The research contributes valuable insights for educators, researchers, and curriculum developers interested in creating effective digital resources tailored to specific educational contexts.

Effect of Computer Simulation on Senior High School Students’ Conceptual Understanding of Chemical Bonding

The purpose of this study was to establish the effectiveness of computer simulation on students’ conceptual understanding of chemical bonding. The study utilized pre-test and post-test treatment to come up with results. The sample size for the study was 42 second year students purposively selected out of 286 General Arts students from the T. I. Ahmadiyya Senior High School, Potsin. Tests (pre-test and post-test) and questionnaire were the main research instruments. The data obtained from the tests were analysed using t-test statistics to establish students’ achievement levels after the intervention. The study revealed that there was a significant difference in the performance of students after the intervention. More than 80% of the students had sound understanding of the concept after the intervention. This implies that the intervention had positive effect on conceptual understanding of the chemical bonding. The findings would enable curriculum planners as well as policy makers to suggest a more student centered curriculum. It would also prompt school administrators to look into the development and acquisition of appropriate facilities to enhance the teaching of specific concepts in science.

A Comparative Analysis of Social Studies Curricula for Enhancing Global Citizenship: A Case Study of New York State, the United States, and Thailand

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.