Topic modelling through the bibliometrics lens and its technique

Artificial Intelligence Review, Год журнала: 2025, Номер 58(3)

Опубликована: Янв. 6, 2025

Язык: Английский

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A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies

The Internet and Higher Education, Год журнала: 2025, Номер unknown, С. 100996 - 100996

Опубликована: Янв. 1, 2025

Язык: Английский

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Creative approaches for 21st‐century Science, Technology, Engineering, and Mathematics teacher education: From theory to practice to policy

Future in Educational Research, Год журнала: 2025, Номер unknown

Опубликована: Янв. 2, 2025

This special issue addresses two crucial questions that teacher educators have been grappling with for nearly half a century: What qualities, attitudes, and skills should be nurtured in Science, Technology, Engineering, Mathematics (STEM) teachers during their education (Ben-David Kolikant et al., 2020a, 2020b)? Additionally, how can we effectively connect research, practice, policy STEM to incorporate innovative 21st-century approaches? The authors contributing this aimed explore creative strategies programs preparation professional development, made possible by the advancements educational technology, our evolving understanding of student engagement learning. In early stages (2009 2014), subjects science, engineering, mathematics played dominant role, these were considered core education. Over time, science such as computer arts, physics, environmental gradually incorporated into integration pathway. post-2019 period, more research has emerged humanities social sciences. Future work prioritize articulation subject between K-12 higher At level, it is necessary enhance vocational appropriately, while education, reducing attrition rate majors may become issue. attention multi-discipline collaboration high-quality curricula design, regional support continue emphasized. However, achieving goals means overcoming challenges, (a) breaking away from silos recognize interconnections fields; (b) collaborating colleagues across diverse disciplines; (c) developing authentic seamlessly integrate elements various areas; (d) incorporating different epistemologies teaching practices; (e) encouraging divergent thinking among students; (f) increasing awareness policymakers; (g) ensuring funds new initiatives. Despite growing interest development remain compartmentalized, leaving many limited training effective (Krushelnycky & Karrow, volume). As result, implementation courses varies significantly worldwide, reflecting national local policies. Consequently, school differ approach integrating disciplines: Some follow traditional model, offering separate each subject—often referred 'S.T.E.M. approach'. contrast, others adopt multidisciplinary, interdisciplinary, or transdisciplinary methods, enabling students draw on knowledge multiple disciplines tackle real-world problems (Martinovic Milner-Bolotin, 2022). variation highlights complexity challenges embedding within existing frameworks. While evident nations need 'teachers who are able successfully teach foundational an integrated inspirational manner' (Siekmann, 2016, p. 3), goal far simple. It even challenging ensure built solid foundation subject-matter grounded (Milner-Bolotin, 2018a). globe face significant pressure they navigate largely uncharted waters. last few years, explored five distinct models designing We concluded 'to fields effectively, experience learners' (p. 154). Teacher uniquely positioned provide space where content, epistemologies, pedagogies learned, compared, practiced cohesive framework. Berlin White (2010, 2012) found tends appeal inexperienced educators, preservice novice teachers, than veteran practitioners. They suggested modeled explicitly linking concepts subjects, connecting 'the mathematical mean distribution, scientific concept fulcrum, [engineering] design playground teeter-totter seesaw' (Berlin White, 2012, 112). Developing deep ability make connections its subfields daunting both teachers. Michael Marder (2013) encourages 'approach opportunity threat […; to] identify common practices mathematics, every educated citizen' 150). Realizing vision necessitates all stakeholders, including instructors, matter experts, policymakers. A critical step process reaching consensus what STEM, core, entails, there no universal agreement definition scope 2020a; Martinovic 2019; researchers aware pedagogies, form whereas practicums allow apply theoretical foundations practice. Our examination overlap curricula, revealed modeling central 2021, figure 3, 291) presents key pedagogy rooted disciplines. developed framework Table 293), which outlines implemented in-service emphasizes responsibility learning, initially providing guidance meaningful at stages. serves valuable resource researchers, policymakers engaged fields. al. (2019), identified three These include dissatisfaction public governments quality schools, leading frequent curricular reforms; decreasing families progress grade levels; expectation trained one discipline capable other further adding demands already profession. government expectations rise, funding remains constrained, schools often compelled innovate resources (Xu al.'s paper, Faculties harsher constraints, frequently hampered internal conflicts over ideologies, goals, interdepartmental funded experimentation evaluation ideas, considerable delay piloting initiatives influence practice policy. Given widespread geographies systems, sharing approaches preparation, invaluable. Many leverage modern technologies methods engagement, online (Saville 2024), incorporation smartphone application conduct use novel promote creativity 2018b; Milner-Bolotin Milner, 2023b). Successful definitions success, adaptability international contexts. Effective inter multidisciplinary could Necessary competencies levels (elementary postsecondary) curriculum implementation. Research methodologies exploring curriculum, impact contemporary technology (e.g., AI, applications) global implications having specialists versus content-specific engage interdisciplinary collaboration. Comparison taught STEM-focused generalists outcomes. Visions future contributions underscore policymakers, address ongoing 2011; 2019). papers also highlight role addressing particularly opportunities hands-on learning access equipment expertise. paper 'Increasing engineering through Phyphox activities: Three practical examples', describe students' smartphones classroom turn 'traditional physics classroom' inquiry-based lab promotes data generated own inquiry project. freely available app secondary postsecondary classrooms, well University British Columbia Physics Olympics outreach event (Milner-Bolotin 2023a). offers pedagogical underscores importance following 'Investigating countries: Education Technology workshops Bangladeshi teachers', Mohosina Toma her research-based tools, PhET simulations (Wieman 2010), still insufficient encourage them. series supporting teachers' adoption virtual labs utilizing simulations. underscored tools does not necessarily imply will them classes investigated barriers countries. next titled 'Unleashing scripting task pedagogy', focuses but (Zazkis Herbst, 2018) scriptwriting tasks described ask create imaginary dialogs specific conceptual difficulties, misconceptions, unexpected might arise instruction. issues: nurturing require development; time education; supportive way, thus implementing classrooms. 'Expanding Teacher's technological, pedagogical, content knowledge: An exploratory model using video creation workshops', Tembrevilla examines serve catalyst growth rural countries, drawing cultural knowledge. coupled help active designers approaches. process, expand knowledge, gain ownership (Shulman, 1986). Experienced possess unique only culturally relevant draws students. situated Philippines, findings well. 'Understanding perspectives educator pre-service toward immersive experience', Nash describes course provided Australian intended enrich prepare advocates was conducted 5 weeks 6-h blocks activities, applications, enriching field trips (i.e., approach) topics related cities future, biodiversity, sustainable water practices. instructor chose small number experiences depth intensive approach). method mold personal identities merging generalist roles specialized Solano Ramanathan's 'Bridging gap career pedagogy: Exploring micro-credentials solution', project USA. Their participants 36 elementary completing master's degree technology. formal did offer experiences. Although preferred attend short purposeful in-person expressed attending blended micro-credential courses, cost-effective, personalized, competency-based way increase skills. Xu 'Horticulture education: comprehensive insight gardening', explores benefits encounter when introducing gardening opportunity. authors' extensive literature review allows comparison gardens regions globe, particular, China. Chinese regard. Among recommendations those would like implement garden programs, particular suggestions cover 'Science, integration, story form', Krushelnycky Karrow argue Egan's Story Form Model useful base argument years introduced integration. hook students, provides entry points all, followed steps faithfulness method, ways present STEM) emotional, imaginative ways. 'Cultivating STEAM teachers: resource-based normal university Chongqing', Lin Li proposes three-tiered leverages resources. macro entities, institutions, businesses, community. meso four-year enhancing micro investigates projects seeks cultivate collaborative Initial results pilot show confidence competence 'Good Luck, Have Fun: Need Video Game Pedagogy Education', Richardson analyzes case study involving enrolled Ontario university. games utilized class intentions supported recognizing potential indicate act catalysts collaboratively concepts. encouraged reflect—both after gameplay—on applied teaching. insights leveraging efficacy 'there [is no] 'do STEM' (Dare Ring-Whalen, Facilitator Reflections Activities, Para. 1). Instead, showcase variety 21-st century worldwide. Moreover, presented tensions individual emphasize necessity well-informed, With rapid advancement technologies, AI (Bayly-Castaneda 2024; Ogunleye 2024a, 2024b; Pesovski unprecedented broaden Concurrently, challenge guiding evaluating credibility, accuracy, appropriateness AI-generated content. topic great significance currently falls outside primary readers offered consider ideas classrooms research. continues evolve, innovation remain. hope timely leaders strengthen system preparing challenges. By prioritizing aim inspire integrative instruction equip dynamic future. look ahead, continually possibilities embracing fostering collaboration, empower generation needed succeed increasingly complex rapidly changing world. declare interest. Dr. Marina professor Faculty Columbia, Vancouver, Canada. passion curiosity thinking, she specializes prolific author, Professor dedicated inspiring empowering deeply mathematics. She actively involved initiatives, UBC Scientists Innovators Schools. member Association Teachers 20 years. Dragana Emerita Windsor. fellow Fields Institute Mathematical Sciences, served codirector Centre 2016 2024. Fields' Cognitive Science Network Coeditor Springer book Digital Era. contributes academic community serving editorial boards several journals.

Язык: Английский

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Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 26, 2025

Язык: Английский

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How does AI literacy affect individual innovative behavior: the mediating role of psychological need satisfaction, creative self-efficacy, and self-regulated learning

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Фев. 26, 2025

Язык: Английский

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Bridging expectations and reality: Addressing the price-value paradox in teachers' AI integration

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Март 4, 2025

Язык: Английский

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Antiparasitic Pharmacology Goes to the Movies: Leveraging Generative AI to Create Educational Short Films

AI, Год журнала: 2025, Номер 6(3), С. 60 - 60

Опубликована: Март 17, 2025

Medical education faces the dual challenge of addressing cognitive overload and sustaining student engagement, particularly in complex subjects such as pharmacology. This study introduces Cinematic Clinical Narratives (CCNs) an innovative approach to teaching antiparasitic pharmacology, combining generative artificial intelligence (genAI), edutainment, mnemonic-based learning. The intervention involved two short films, Alien: Parasites Within Wormquest, designed teach pharmacology first-year medical students. A control group students only received traditional text-based clinical cases, while experimental engaged with CCNs active learning environment. Students who CCN material scored average 8% higher on exam questions related covered by compared group. Results also showed that improved engagement interest among students, evidenced significantly scores Situational Interest Survey for Multimedia (SIS-M) methods. Notably, preferred their storytelling, visuals, interactive elements. underscores potential a supplementary educational tool, suggests broader applications across other disciplines outside By leveraging genAI represent scalable enhancing experience.

Язык: Английский

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Student self-reflection as a tool for managing GenAI use in large class assessment

Discover Education, Год журнала: 2025, Номер 4(1)

Опубликована: Март 26, 2025

Written assignments for large classes pose a far more significant challenge in the age of GenAI revolution. Suggestions such as oral exams and formative assessments are not always feasible with many students class. Therefore, we conducted study South Africa involved 280 Honors to explore usefulness Turnitin's AI detector conjunction student self-reflection. Using Mixed Methods Research (MMR) approach, analysed data generated from Turnitin reports, our grading rubrics, qualitative The findings show that incorporating self-reflection into supports ethical use improves transparency lecturers need decision-making. A declaration form allowed be upfront about using Generative Artificial Intelligence tools. We found who can reflect on their learning relied less content. However, high detected scores (> 20%) did adequately how tools supported could give credible explanations use. contribute body knowledge by providing academics examples responsibly handling AI-detected large-class settings. present guided an support help make decisions when grading. also decision tree graders evaluating assessments.

Язык: Английский

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Can Generative AI and ChatGPT Break Human Supremacy in Mathematics and Reshape Competence in Cognitive-Demanding Problem-Solving Tasks?

Journal of Intelligence, Год журнала: 2025, Номер 13(4), С. 43 - 43

Опубликована: Апрель 2, 2025

This study investigates the potential of generative artificial intelligence tools in addressing cognitive challenges encountered by humans during problem-solving. The performance ChatGPT-4o and GPT-4 models NAEP mathematics assessments was evaluated, particularly relation to demands placed on students. Sixty assessment tasks, coded field experts, were analyzed within a framework complexity. provided responses each question, which then evaluated using NAEP’s scoring criteria. study’s dataset average scores students who answered correctly item-wise response percentages. results indicated that outperformed most individual items assessment. Furthermore, as demand increased, higher required answer questions correctly. trend observed across 4th, 8th, 12th grades, though did not demonstrate statistically significant sensitivity increased at 12th-grade level.

Язык: Английский

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Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024)

Cogent Education, Год журнала: 2025, Номер 12(1)

Опубликована: Апрель 7, 2025

Язык: Английский

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