Enhancing executive mathematics problem-solving through a constructivist digital learning platform: Design, development and evaluation
Social Sciences & Humanities Open,
Год журнала:
2025,
Номер
11, С. 101338 - 101338
Опубликована: Янв. 1, 2025
Язык: Английский
Fostering AI literacy in pre-service physics teachers: inputs from training and co-variables
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Фев. 20, 2025
Background
While
the
transformative
potential
of
artificial
intelligence
(AI)
in
education
is
widely
recognized,
rapid
evolution
these
technologies
necessitates
a
corresponding
teacher
education.
This
research
sought
to
investigate
impact
targeted
training
program
on
pre-service
physics
teachers’
AI
literacy
levels
and
their
subsequent
attitudes
intentions
toward
adoption
future
teaching.
Methods
A
pre-post-test
control
group
quasi-experimental
study
was
implemented
among
students.
5
weeks
long
out-of-curriculum
intervention
designed
that
combined
theoretical
grounding
with
practical,
problem-based
learning
activities,
focus
use
various
tools.
Results
There
significant
upswing
performance
post-intervention,
showcasing
effective
facilitating
participants’
understanding
application
educational
contexts.
Additionally,
perceived
usefulness
found
be
partial
mediator
link
between
scores
behavioral
intention
embed
generative
solutions
into
Conclusion
The
concludes
incorporating
comprehensive
programs
curricula
essential
for
fostering
technologically
adept
pedagogically
innovatively
minded
teaching
workforce.
Further
needed
explore
long-term
effects
practice
student
outcomes.
Язык: Английский
Artificial Intelligence Tools Usage: A Structural Equation Modeling of Undergraduates’ Technological Readiness, Self-Efficacy and Attitudes
Journal for STEM Education Research,
Год журнала:
2024,
Номер
unknown
Опубликована: Сен. 23, 2024
Язык: Английский
Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers
Liu Ji,
Millicent Aziku,
Faying Qiang
и другие.
International Journal of STEM Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Ноя. 2, 2024
Abstract
Background
Integration
of
digital
tools
and
resources
in
STEM
instruction
has
garnered
significant
attention
due
to
its
high
potential.
Digital
professional
development
is
identified
as
a
pivotal
factor
for
equipping
teachers
with
necessary
skills
effectively
orchestrate
resources.
Notably,
the
role
learning
communities
considered
critical.
However,
intricate
relationships
among
development,
communities,
instructional
integration
remain
underexplored.
Utilizing
partial
least-squares–structural
equation
models
(PLS–SEM),
present
study
examined
links
(
N
=
16,072)
who
participated
Programme
International
Student
Assessment
(PISA)
2022.
Results
Findings
from
PLS–SEM
analysis
indicate
that
exhibits
direct
positive
relationship
integration.
Relatedly,
positively
correlated
In
terms
indirect
effect,
findings
show
play
mediating
linking
Conclusions
This
reports
new
evidence
on
influence
through
16,072
concludes
that,
when
regularly
immerse
themselves
they
are
more
likely
benefit
their
by
integrating
technologies
classroom
instruction.
Policymakers
educational
leaders
should
consider
promoting
teachers,
along
efforts
encourage
Язык: Английский
The Behavioural Intentions for Integrating Artificial Intelligence in Science Teaching among Pre-Service Science Teachers in South Africa and Thailand
Computers and Education Artificial Intelligence,
Год журнала:
2024,
Номер
unknown, С. 100334 - 100334
Опубликована: Ноя. 1, 2024
Язык: Английский