History Of Education Research Articles

Unintended experiment: capitalism and the history of education in colonial Hong Kong, 1842–1945

Unintended experiment: capitalism and the history of education in colonial Hong Kong, 1842–1945

From Research to Practice: Are Multimedia Principles Present in Instructional Videos Used by Teachers in Science and History?

AbstractOver the past decades, researchers have investigated the effects of multimedia design principles to enhance learning. These evidence-based principles are known to enable students to learn from multimedia resources and support cognitive processing. However, it is unclear if and which of these multimedia design principles are implemented in instructional videos selected by teachers. The purpose of this study is to investigate whether the videos screened by secondary school teachers in their classroom are consistent with the multimedia design principles based on the cognitive theory of multimedia learning. For this study a design review of 78 videos was conducted. The findings indicate variations in the application of multimedia principles. While most of the multimedia design principles were present, some were transgressed or absent. Moreover, the presence of the three different groups of principles, based on their impact on the cognitive load (i.e., reducing extraneous processing, managing essential processing, and fostering generative processing) were rarely present in the same video. Finally, this study also revealed that the teachers were actively implementing the multimedia design principles when they screened the videos in the classroom. Indeed, they frequently applied the pre-training principle (e.g., by introducing new words to the students before the screening), the segmentation principle (e.g., by pausing the video during the screening), and the generative activity principle (e.g., by asking students to complete a task during or right after the screening). Thus, the present study not only provides an insight on the design of authentic instructional videos but also highlights the addition of multimedia principles by teachers during the screening.

Academic coaching for success and strengthening educational leadership skills

Knowing history represents a fundamental element in professional training. In this work, the educational strategies used for training in history were analyzed, and a methodological proposal was also made to improve the understanding of history through a method that promotes critical and divergent thinking. For this purpose, a purposeful bibliographical investigation was carried out, which allowed us to know the variables associated with the historical method and its impact over time. But it was also possible to learn that the traditional method of teaching history is not the most suitable for creating cultured people, with high capacities to engage in historical debates and understand events from their internalization and not from rote theory. Finally, the activities and sessions necessary to apply an efficient and effective historical method in the subject of social sciences and history are proposed.

BERT-based transfer learning in tacit knowledge externalization: A study case of history teachers

There has been significant progress in the field of transfer learning. However, there are still issues with inconsistent results in professional domain applications, with low-resource learning being a considerable problem. This paper proposes a language processing model for historical education built using BERT's pre-training techniques. Two experiments were conducted to obtain comparative results and choose the appropriate model method for explicating implicit expertise in secondary school history teaching. It compares traditional methods, represented by naive Bayes, to popular continuation pre-processing techniques such as domain adaptive learning and task adaptive learning to improve the effectiveness of transfer learning. Finally, this study builds targeted models based on real application needs and selects professional rules consistent with the scene application. The use of continued pre-training helps to enhance the accuracy of the professional domain model.

Computer Algebra Systems & Artificial Intelligence

From four-function calculators to calculators (or computers) with Computer Algebra System (CAS) software, Mathematics computing technology has advanced. With just a few button pushes, CASs can solve a wide range of mathematical problems, which is a true quantum leap in technology. The implications of having software in the classroom that can, for example, expand and factorize algebraic expressions, solve equations, differentiate functions, and find anti-derivatives are causing the mathematical community to engage in a heated debate about whether this is one of the most exciting or frightening developments in the history of education. It was only a matter of time before Artificial Intelligence entered the field of Science. This is now also the case with Mathematics, one of the dominant, perhaps the most basic, but also the most "difficult" of the sciences. The human mind, for better or for worse, has its limits. As we see in every manifestation of our lives, in this case, technology is being enlisted to help humanity take the next step, whether it has to do with automation and practical matters, or with knowledge and exploration. Creating a model that is understandable to humans is the primary objective of Artificial Intelligence. Additionally, concepts and methods from numerous mathematical fields can be used to prepare these models. In this paper, we will examine the use of AI in CASs and explore some ways to optimize them. The documentation sheets are the data source that we used to examine their characteristics. The research results reveal that there are many tips that we can follow to accelerate performance.

A case-cohort study of per- and polyfluoroalkyl substance concentrations and incident prostate cancer in the cancer prevention Study-II LifeLink cohort study

IntroductionPer- and polyfluoroalkyl substances (PFAS) are environmentally persistent, potentially carcinogenic chemicals. Previous studies investigating PFAS exposure and prostate cancer yielded mixed findings. We aimed to investigate associations between PFAS exposure and incident prostate cancer in a large cohort of U.S. men, overall and by selected demographic, lifestyle, and medical-related characteristics. MethodsWe conducted a case-cohort study among Cancer Prevention Study-II LifeLink Cohort participants who, at baseline (1998–2001), had serum specimens collected and no prior cancer diagnosis. The study included all men diagnosed with prostate cancer (n = 1610) during follow-up (baseline–June 30, 2015) and a random sub-cohort of 500 men. PFAS concentrations [perfluorohexane sulfonic acid (PFHxS), perfluorooctane sulfonate (PFOS), perfluorononanoic acid (PFNA), and perfluorooctanoic acid (PFOA)] were measured in stored serum specimens. We used multivariable Cox proportional hazards models to estimate associations between PFAS concentrations and prostate cancer, overall and by selected characteristics (grade, stage, family history, age, education, smoking status, and alcohol consumption). ResultsProstate cancer hazards were slightly higher among men with concentrations in the highest (Q4) vs lowest quartile (Q1) for PFHxS [hazard ratio (HR) (95% CI): 1.18 (0.88–1.59)] and PFOS [HR (95% CI): 1.18 (0.89–1.58)], but not for PFNA or PFOA. However, we observed heterogeneous associations by age, family history of prostate cancer (PFHxS), alcohol consumption (PFHxS), and education (PFNA). For example, no meaningful associations were observed among men aged <70 years at serum collection, but among men aged ≥70 years, HRs (95% CIs) comparing Q4 to Q1 were PFHxS 1.54 (1.02–2.31) and PFOS 1.62 (1.08–2.44). No meaningful heterogeneity in associations were observed by tumor grade or stage. ConclusionsOur findings do not clearly support an association between the PFAS considered and prostate cancer. However, positive associations observed in some subgroups, and consistently positive associations observed for PFHxS warrant further investigation.

Paedagogica Historica themed issue: gaining momentum – new cultural histories of education and disability

ABSTRACT In this themed issue of Paedagogica Historica, editors Pieter Verstraete, Maria Romeiras, and Carlos Manique aim to merge the flourishing fields of disability history and the history of education. Despite past initiatives like the 2005 special issue on disability and education and the 34th ISCHE conference in 2012, these fields have largely remained separate. This issue presents three articles that intersect these domains, capitalising on recent historiographical evolutions. Both fields share activist origins, with the history of education emerging in the 19th century and disability history in the late 20th century. Recent trends in disability history, such as non-Western perspectives and renewed interest in institutional histories, align with the new cultural history of education. The included articles exemplify this synergy by exploring the architecture of French deaf institutions, tactile reading systems in East Asia, and the Perkins Institute for the Blind. This collection underscores the potential of integrating these research fields.

Listening Beyond: Collaborative Reflections on Learning about Activism Through an Undergraduate Oral History and Podcasting Project

ABSTRACT This article, written collaboratively by a professor and four undergraduate students, explores the pedagogical challenges and opportunities of learning oral history and creating an oral history podcast in one thirteen-week undergraduate course about activism. The article highlights four main themes that emerged: the use of oral history as a pedagogical tool and way of learning about activism, the challenges and opportunities of collaborative work, the particularities of conducting a digital project for public dissemination, and the significance of positionality and the ethical imperative of avoiding transactional and extractive approaches. This article emphasizes the inherent messiness and complexity of striving for equality in oral history pedagogy, acknowledging the tension between theory and practice, institutional constraints, and the transient nature of the classroom. The transformative potential of oral history pedagogy lies in its ability to bring diverse voices into the classroom while striking a balance between utopian aspirations and pragmatic considerations. Despite various challenges, the authors express collective effort and pride in the outcomes, reinforcing the value of teaching through oral history for meaningful engagement and personal growth.

TRACING THE TRAJECTORY: A COMPREHENSIVE STUDY OF HISTORY EDUCATION TEACHER TRAINEES' CAREER PATHS

This study investigates the career trajectories of history education teacher trainees, aiming to understand their professional paths and factors influencing their choices. The study objectives aim to analyze the factors shaping the careers and paths of history education trainees. Researcher employed the synthesis research method to integrate findings from various studies to generate new insights and perspectives on the career paths of history education teacher trainees. Findings highlight the significance of mentorship, professional development opportunities, and the role of teaching philosophies in shaping the career trajectories of history education teacher trainees. The study underscores the need for tailored support mechanisms to facilitate successful transitions into the teaching profession and promote long-term retention among educators.

High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts

Every history teacher has the ability or competence as a teacher. The government created a skills testing program called the Teacher Competency Test (UKG). This research aims to determine the perceptions of high school history teachers regarding the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts, Pekanbaru City. This study uses a qualitative method. Data was collected through observation, interviews and documentation. The subjects of this research were 6 teachers in the field of History at the high school level in Binawidya and Tuah Madani Districts, Pekanbaru City who had passed the UKG. Data analysis techniques use data reduction, data presentation, data verification and drawing conclusions. The results of research on High School History Teachers' Perceptions of the Teacher Competency Test (UKG) in Binawidya and Tuah Madani Districts are that teachers think they have various kinds of obstacles during UKG, such as problems with questions that are considered difficult, inadequate facilities and infrastructure for remote areas and a lack of socialization regarding the Competency Test program. This teacher means that in 2024 the government will have overcome this problem by forming a Regional/Ministry/Other Institution Competency Test team. These teams have members who have played a role according to their use, such as a Helpdesk which helps provide solutions to problems experienced during the Competency Test. The purpose of holding this UKG is to map teacher abilities and to meet the requirements for appointment to functional positions through transfer from other positions, promotion and re-appointment to functional positions. With the evaluation results obtained by teachers in the form of certificates and letters of recommendation, which are important and useful for their functional position.

Improving the Pedagogical Competence of Central Java Province History Teachers Through Quizizz Media-Based Edutainment Method Guidance

The integration of technology in history learning is very important, but teaching techniques and competence in developing enjoyable learning situations are no less important. The problem that has been identified is that history teachers in Central Java Province are not familiar with edutainment in concept or practice. This is a challenge for the Service Team to be able to resolve this problem. Quizizz media-based edutainment is a means of creating an interactive and creative learning atmosphere. Technically, the implementation of quizizz media-based edutainment training activities for AGSI Central Java Province is as follows: Preparation. This preparation stage is carried out to analyze the problem in more depth and formulate strategic steps in resolving the problem. Implementation of Activities. Preparing a guidebook on implementing quizizz media-based edutainment. Preparing a hotline that provides consultation services to teachers regarding the implementation of the independent learning Focus Group Discussion (FGD) policy and outreach regarding the implementation of quizizz media-based edutainment. Mentoring is carried out regularly once a month (running for 8 months). This assistance is carried out online via social media (Whatsapp Group) and offline, namely face to face. Evaluation and monitoring of activities. Evaluation and monitoring of activities is carried out periodically by involving implementing members and activity partners. Each evaluation stage will be carried out as a whole to determine the degree of success of the activity based on the targets that have been set. The results of the first stage evaluation will be used as a basis for implementation in the second year and beyond.

Challenges and Oppurtunities for Adult Education in the Digital Era: The Role of Guidance and Counseling

In the history of adult education has gone through various stages of evolution, a long history has brought the understanding that adult learning is not only about the transfer of knowledge but also involves psychological, social and cultural aspects. In the context of adult education, guidance and counseling play an important role in supporting holistic individual development. Guidance and counseling helps adults overcome challenges, set realistic goals, and develop strategies to reach potential. While the digital era presents new challenges and opportunities in the context of adult learning, literacy is not just the ability to use technology but also involves critical and creative skills in understanding and utilizing digital information. There are many positive impacts that can be enjoyed, such as efficiency and ease of access to information. The research method used is a literature review with descriptive qualitative data analysis, which aims to seek a deeper understanding of adult education, as well as digitalization and literacy. It is necessary to pay further attention to how they optimize the potential of technology in everyday life. In this way, the integration between the concepts of andragogy, digitalization, and guidance and counseling offers a holistic and integrated approach in supporting adult learning and development. By utilizing technology wisely and supported by the right guidance, individuals can optimize their potential in various aspects of life, thereby creating a society that is more skilled, competitive and digitally cultured.

Predicting efficacy of antiseizure medication treatment with machine learning algorithms in North Indian population

PurposeThis study aimed to develop a classifier using supervised machine learning to effectively assess the impact of clinical, demographical, and biochemical factors in accurately predicting the antiseizure medications (ASMs) treatment response in people with epilepsy (PWE). MethodsData was collected from 786 PWE at the Outpatient Department of Neurology, Institute of Human Behavior and Allied Sciences (IHBAS), New Delhi, India from 2005 to 2015. Patients were followed up at the 2nd, 4th, 8th, and 12th month over the span of 1 year for the drugs being administered and their dosage, the serum drug levels, the frequency of seizure control, drug efficacy, the adverse drug reactions (ADRs), and their compliance to ASMs. Several features, including demographic details, medical history, and auxiliary examinations electroencephalogram (EEG) or Computed Tomography (CT) were chosen to discern between patients with distinct remission outcomes. Remission outcomes were categorized into ‘good responder (GR)’ and ‘poor responder (PR)’ based on the number of seizures experienced by the patients over the study duration. Our dataset was utilized to train seven classical machine learning algorithms i.e Extreme Gradient Boost (XGB), K-Nearest Neighbor (KNN), Support Vector Classifier (SVC), Decision Tree (DT), Random Forest (RF), Naïve Bayes (NB) and Logistic Regression (LR) to construct classification models. ResultsOur research findings indicate that 1) among the seven algorithms examined, XGB and SVC demonstrated superior predictive performances of ASM treatment outcomes with an accuracy of 0.66 each and ROC-AUC scores of 0.67 (XGB) and 0.66 (SVC) in distinguishing between PR and GR patients. 2) The most influential factor in discerning PR to GR patients is a family history of seizures (no), education (literate) and multitherapy with Chi-square (χ2) values of 12.1539, 8.7232 and 13.620 respectively and odds ratio (OR) of 2.2671, 0.4467, and 1.9453 each. 3). Furthermore, our surrogate analysis revealed that the null hypothesis for both XGB and SVC was rejected at a 100 % confidence level, underscoring the significance of their predictive performance. These findings underscore the robustness and reliability of XGB and SVC in our predictive modelling framework. SignificanceUtilizing XG Boost and SVC-based machine learning classifier, we successfully forecasted the likelihood of a patient's response to ASM treatment, categorizing them as either PR or GR, post-completion of standard epilepsy examinations. The classifier’s predictions were found to be statistically significant, suggesting their potential utility in improving treatment strategies, particularly in the personalized selection of ASM regimens for individual epilepsy patients.

Incidence and Risk Factors of Surgical Site Infection in Abdominal Surgeries: A Scoping Review of Cohort and Case-Control Studies.

Abdominal surgery is considered a high-risk procedure for the development of surgical site infection (SSI). Few studies have evaluated the relative importance of surgical site infection risk factors in terms of consistency in abdominal surgery. Therefore, this comprehensive review article mapped and summarized the evidence aimed to determine the relative importance of the risk factors and incidence of SSIs in abdominal surgery. A literature review was conducted using electronic databases and search engines such as Scopus, PubMed, and Web of Science up to March 16, 2023. There was no language restriction for the papers to be included in the study. The relative consistency of the risk factors was measured and evaluated using the methodology of the Joanna Briggs Institute. Original peer-reviewed cohort and case-control studies were included if all types of SSIs were included. Meta-analysis was performed to determine the pooled estimates of SSI incidences. Of 14,237 identified records, 107 articles were included in the review. The pooled incidence of SSI was 10.6% (95% CI: 9.02-12.55%, χ2=12986.44, P<0.001). Operative time and higher wound class were both significant consistent risk factors for SSI incidence. Patients' educational status, malnutrition, functional status, and history of neurological/psychiatric disorders were all candidates for consistent risk factors, with insufficient evidence. The findings of the present study indicated that SSI in abdominal surgery was a multifactorial phenomenon with a considerable risk and had different risk factors with various relative importance. Determining the relative importance of the risk factors for the prevention and control of SSI is strongly recommended.This manuscript has been released as a preprint at the research square: (https://doi.org/10.21203/rs.3.rs-3219597/v1).

The Extent Teacher of history in public schools in Ajloun Governorate Utilize ICT in the application of the UDL from their perspective

The Extent Teacher of history in public schools in Ajloun Governorate Utilize ICT in the application of the UDL from their perspective

A prominent Russian public figure of the XIX century N.V. Shelgunov and his pedagogical views. To the 200th anniversary of his birth

Annotation. The relevance of the research lies in the characterization of the pedagogical ideas of the prominent Russian pedagogical figure, progressive publicist of the second half of the XIX century N.V. Shelgunov (1824-1891), which are currently of theoretical and practical interest to workers in the field of education in connection with the reform of this most important sphere of the spiritual life of society. The purpose of the study is to analyze the content of Shelgunov's pedagogical views; critical assessments expressed by him in relation to a number of works by figures of Russian education of his time (I.I. Paulson, L.N. Tolstoy, V.I. Vodovozov, etc.) are given. An assessment of Shelgunov's contribution to Russian pedagogical thought is shown. The article was prepared in connection with the 200th anniversary of his birth. Materials and methods. The author uses methods of analysis of scientific and pedagogical literature and the biographical method, as well as historical and axiological (value) methodological approaches. During the work on the material, a number of sources of Russian and foreign researchers, as well as N.V. Shelgunov himself, were used. Results. N.V. Shelgunov entered Russian history as a prominent social democratic figure, as the author of deep, acute and interesting publications that were discussed by the advanced part of Russian society and to a certain extent contributed to the formation of public opinion in Russia in the second half of the XIX century, expressed both in the formulation of consciously expressed demands to the authorities from the progressive part of society, in particular, in the issue of opening new educational institutions, and in connection with the assessment of the quality of textbooks and teaching aids produced for the national school. Shelgunov noted positive sides of school books and their disadvantages. His sharp criticism of activities of the ministry of public education and its head, D.A. Tolstoy, stimulated the advanced part of the then Russian intelligentsia to practice in the interests of educational development. Up to the present time, Shelgunov's articles are of interest, characterizing in historical terms the path traversed by Russian education. Discussion and сonclusions. In his writings, Shelgunov analyzed methodological manuals and study books by I.I. Paulson, V.I. Vodovozov, L.N. Tolstoy and other scientists, gave them an objective, and sometimes critical assessment. He criticized also the state of women education in Russia, although by that time many educational institutions for women had opened. His articles "Letters on education", "What women don't know", etc., were highly appreciated by experts; they became the starting point for subsequent generations of Russian scientists and teachers to develop problems of education, including family education. Public figure and pedagogical publicist N.V. Shelgunov proved himself as one of the most prominent representatives of the revolutionary democratic movement in Russia in the second half of the XIX century. Having joined the organization "Land and Freedom", he carried out practical activities aimed, as he believed, at improving the lives of the people. His pedagogical works made a significant contribution to the treasury of pedagogical knowledge, primarily in the field of the history of education and organization of education of Russian citizens.

History teaching for a mobile world

The global population is highly mobile, and the children of migrants may have a complex set of shifting loyalties. Researchers in the TranCit project are investigating how history is taught in four different countries, looking at how teaching can be made more inclusive to reflect the nature of today’s globalised world, as Professor Ellen Vea Rosnes explains.

Overview of the geology, paleontology, and geoscience education opportunities of the University of Tennessee at Martin Coon Creek Science Center for visitors, researchers, and docents

The Coon Creek Formation is an internationally recognized Upper Cretaceous (Campanian, 76 million-years-old) marine clastic lagerstätten deposit with over 500 identified species of nearly perfectly preserved invertebrates, vertebrates, plants, and trace fossils with original shell geochemistry and paleoecological fidelity preserved. The type-locality and type-section, located in rural McNairy County, Tennessee, was preserved for research and education in 1988 when the Memphis Pink Palace Museum constructed a 232-acre geoscience education facility on the site, now run as the University of Tennessee at Martin Coon Creek Science Center. Visitors to the site participate in a wide variety of geoscience education programming and citizen science research that is based upon open-ended inquiry methodology. On the occasion of the 46th Biennial Convention, hosted at the site by the Eta Alpha Chapter of Sigma Gamma Epsilon (SGE), this paper summarizes the overall geologic setting, general paleontology, geoscience education history, and opportunities of the site for SGE field trip participants, potential researchers, visitors, and potential interns. Additionally, this paper highlights some of the numerous geoscience education programs for docents and research opportunities available for geology students who wish to participate in ongoing research at the site.

TEACHING HISTORY IN HIGH SCHOOL AS A WAY TO BUILD A COMPLEX OF SELF-IDENTIFICATIONS OF HIGH SCHOOL STUDENTS

This study examines the role of history education in shaping the complex self-identifications of high school students, highlighting its significance in the broader context of democratic education principles and human rights. Recognizing the transformative power of history education, the research investigates how historical narratives and teaching methodologies influence students’ identity formation and their perception of societal roles. Through a mixed-methods approach, involving surveys and observations from 300 high school students across ten schools in the Dnipropetrovsk region, this study explores the interplay between historical education and student self-identity, focusing on the integration of multiple perspectives, critical thinking, and ethical reflection in the curriculum. The findings reveal that exposure to diverse historical viewpoints not only enhances students' understanding of history but also actively supports their personal and social identity development. Critical engagement with historical content, especially involving ethical dilemmas and social injustices, encourages deep reflection and aids in forming a nuanced personal and social identity. Moreover, the study addresses the challenges posed by global educational dynamics and the media, which often contrast with the objectives of historical education, suggesting that an enriched historical curriculum can serve as a counterbalance to external influences. The research underscores the need for history educators to adopt inclusive and reflective pedagogical strategies that foster a critical understanding of history while supporting complex identity formation among students. By doing so, history education not only contributes to the academic development of students but also plays a crucial role in preparing them for active and informed citizenship in a democratic society. The study’s recommendations advocate for continuous teacher development and curricular adjustments to better meet the diverse needs of students, ensuring that history education remains a pivotal element of modern educational systems.

Assessment Rubric for Historical Thinking Skills in Accordance with the Kurikulum Merdeka

The introduction of the Kurikulum Merdeka by Indonesia's Ministry of Education and Culture (Kemendikbudristek) in the 2022/2023 academic year marked a significant shift in the national curriculum. This change, particularly in the subject of history, highlighted the need to develop and assess historical thinking skills. However, a notable gap in the new curriculum is the absence of clear guidelines for evaluating these skills. This research aims to fill this gap by proposing a comprehensive assessment rubric tailored to the Kurikulum Merdeka. The study focuses on historical thinking skills pertinent to the Kurikulum Merdeka, encompassing interpretative abilities, critical thinking, creativity, contextualization, imagination, and a multiperspective and reflective approach. Utilizing a qualitative case study methodology, this research involves in-depth document analysis and interviews with educators to develop a structured and effective assessment tool. This rubric is designed to offer clear criteria and indicators to educators in assessing students' historical thinking abilities. It addresses the challenges teachers face in integrating these complex skills into their teaching methodologies and aims to enhance the overall quality of history education. The research outcomes are anticipated to have a substantial impact on the teaching and learning processes in Indonesian history education, aligning with the progressive objectives of the Kurikulum Merdeka. The proposed rubric isn't just an assessment tool but also a framework for educators to foster and cultivate critical historical thinking among students, ensuring a more engaging and comprehensive understanding of history. This study contributes significantly to the evolving educational landscape in Indonesia, providing practical solutions for educators and policymakers to adapt to the changing demands in history education.