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Validation of the use of concept maps as an evaluation tool for the teaching and learning of mechanical and industrial engineering

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INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2025年第1期35卷 383-401页

作者： Veiga, Fernando Gil-Del-Val, Alain Iriondo, Edurne Eslava, Urko Univ Publ Navarra Dept Ingn Edificio Departamental PinosCampus Arrosadia Pamplona 31006 Navarra Spain Parque Cient & Tecnol Gipuzkoa Dept Ind & Transporte Fabricac Avanzada Mikeletegi Pasealekua 1-3 Donostia San Sebastian 20009 Gipuzkoa Spain Int Univ La Rioja UNIR Logrono La Rioja Spain Univ Basque Country Dept Ingn Mecan Paseo Rafael Moreno Pitxitxi 3 Bilbao 48013 Bizkaia Spain

This paper presents the experimental work developed to measure the learning process through concept map analysis. The development of a concept map is requested by the students for each chapter or theme of the subject. As a result, maps from engineering courses have been analyzed. The measurements carried out consider several parameters, such as individual and team map building, student progressive knowledge level, and map complexity. Concerning the complexity analysis, the focus is qualitative, and it is based on the data extracted from the concept maps elaborated by the students. The study, conducted during the 2018-2019 academic year, included students from various academic levels and institutions, such as the Public University of Navarra UPNA and the University of the Basque Country UPV-EHU, covering first-degree students of Bachelor's Degree in Mechanical Engineering and first-degree students of Master's Degree in Industrial Engineering at UPNA, third-degree students of Bachelor's Degree in Mechanical Engineering at UPV-EHU. The data collected from 37 individual maps in Industrial Drawing, 31 group maps in Industrial Drawing, 12 individual maps in Design of Machinery, and 12 group maps in Design of Machinery, along with a control group of 79 students who did not participate in any activity, provided valuable insights into the effectiveness of concept maps for evaluating understanding levels and learning outcomes across various engineering subjects and academic levels. The learning outcome of the students is treated to obtain the level of understanding of complex systems shown by the students through the concept maps previously drawn and the questionnaire answered by each student about the achievement of learning results through the use of concept maps. This work shows the research methodology established and the learning results achieved qualitatively: measuring the maps by means of a rubric, self-assessment based on a survey, and through the questionnaires. Als

关键词： Concept maps Assessment tool Complexity teaching and learning

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RADIAN - A tool for generating synthetic spatial data for use in teaching and learning

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CARTOGRAPHY AND GEOGRAPHIC INFORMATION SCIENCE 2025年第3期52卷 314-330页

作者： Gorry, Paddy Mooney, Peter Maynooth Univ Hamilton Inst Kildare Ireland Maynooth Univ Dept Comp Sci Kildare Ireland

We describe a Python-based software tool called RADIAN (RAnDom spatIal dAta geNerator) developed with the purpose of generating simple synthetic spatial datasets. These datasets can be used in many contexts such as teaching and learning of GIS, testing of spatial algorithms, testing and visualization approaches. This paper provides a motivation for the need for a tool such as RADIAN along with a survey of other similar approaches. The methodological component of how RADIAN generates synthetic spatial datasets is described. We describe experimental results from the comparison of RADIAN with QGIS, which is the most closely comparable tool available at the time of writing. Finally, we provide some conclusions on the impact and potential of RADIAN with some interesting avenues for future work and development. RADIAN is available as open-source software.

关键词： Synthetic data teaching and learning spatial data Python reproducibility

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Exploring the efficacy of computer games as a pedagogical tool for teaching and learning programming: A systematic review

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年第4期30卷 4157-4184页

作者： Wilson, Kuuku Nyameye Ghansah, Benjamin Ananga, Patricia Oppong, Stephen Opoku Essibu, Winston Kwamina Essibu, Einstein Kow Univ Ghana Legon Ghana Univ Educ Winneba Ghana Loyola Univ Chicago IL USA

This systematic literature review examines the use of computer games as instructional aids in the teaching and learning of programming. With the ubiquitous nature of technology permeating various aspects of modern life, the integration of gaming devices into educational settings has garnered increased attention. This paper investigates whether computer games, primarily designed for entertainment, can effectively facilitate the teaching and learning of programming concepts. By analysing existing literature, this review aims to provide insights into the potential benefits, challenges, and overall efficacy of using computer games as a pedagogical tool for teaching and learning programming. Key themes explored include student engagement, skill acquisition, and the impact on learning outcomes. The findings of this review contribute to a deeper understanding of the innovative intersection between gaming and programming education and offer practical implications for educators and instructional designers.

关键词： Computer games Programming teaching and learning Student engagement Instructional designers

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Exploring pedagogies, opportunities and challenges of teaching and learning programming in business school

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JOURNAL OF INTERNATIONAL EDUCATION IN BUSINESS 2025年第1期18卷 26-46页

作者： Luo, Xiaojun Adelopo, Ismail Univ West England Bristol Business Sch Dept Accounting Finance & Econ Bristol England

PurposeThis study aims to develops an interdisciplinary business and computer science pedagogy for teaching and learning computer programming in business schools at higher education institutions and explores its associated benefits, challenges and ***/methodology/approachBased on a body of theories, an interdisciplinary pedagogy is developed and tested for programming education in a business context. Meanwhile, based on the unified theory of acceptance and use of technology, the authors used observation study and thematic analysis to explore opportunities, challenges and future improvements associated with this interdisciplinary *** developed pedagogy includes integrating humanism and construction theory, problem-based learning, cognitive development, active instructional strategies, synergy of individual and group programming tasks and creating an encouraging and inclusive learning environment. This study shows that business students perceive this novel pedagogy as highly valuable because it enhances their logical thinking and problem-solving abilities while giving them a sense of accomplishment. Although students face challenges in data preprocessing, error handling and translating theoretical knowledge, they find it useful to review teaching materials, seek peer support and learn independently through online resources. Further improvements in pedagogy include incorporating collaborative code reviews, using shared documents for troubleshooting and grouping students based on their prior programming *** implicationsThis interdisciplinary pedagogy can guide business schools to improve the quality of programming-related modules, enhance students' performance and prepare them for future ***/valueThis is the first interdisciplinary study investigating teaching programming in a business context.

关键词： Programming teaching and learning Interdisciplinary pedagogy Computer science Business school UTAUT

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Investigating the integration of technology-aided assessment methods in teaching and learning 3D geometry in Tanzanian secondary schools

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COGENT EDUCATION 2025年第1期12卷

作者： Mjenda, Marcellina Kyaruzi, Florence Univ Dodoma Coll Nat & Math Sci Dept Math & Stat Dodoma Tanzania Univ Dar es Salaam Dar es Salaam Univ Coll Educ Dept Educ Psychol & Curriculum Studies Dar es Salaam Tanzania

The integration of diverse assessment methods in teaching mathematics creates a learning environment that promotes meaningful learning among students. This study examines the integration of assessment methods assisted by technology in teaching and learning three-dimensional (3D) geometry in secondary schools in Dodoma region, Tanzania. Data were collected through classroom observation and interviews. Thematic analysis procedures were used to analyse the data from interviews while descriptive statistics was used to analyse data from classroom observations. The results indicated mathematics teachers mainly integrate traditional assessment techniques such as written tasks but they rarely use task-based assessment methods such as exhibitions, game-based assessments, observation, and project-based assessments. Findings indicate further that teachers' use of technology-aided assessment methods is hindered by limited knowledge of the different types of assessment tasks, limited experience in using technology in assessment, limited access to digital tools, and contextual factors such as large class sizes. The findings call for teachers to be offered professional development opportunities to equip them with the necessary skills to incorporate technology-aided assessment methods in teaching and learning 3D geometry. There is also a need to improve the technological infrastructure for effective teaching and learning.

关键词： 3D geometry mathematics teachers teaching and learning technology-aided assessment methods technology integration Classroom Practice Continuing Professional Development Curriculum Studies Secondary Education

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Enhancing Cross-Cultural teaching and learning: An Instructor's View on Africanization 4th

Enhancing Cross-Cultural Teaching and Learning: An Instructo...

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4th International Conference on Society 5.0

作者： Eybers, Sunet Kroeze, Jan H. van Staden, Corne J. Univ South Africa Johannesburg South Africa

ISBN: (纸本)9783031714115;9783031714122

Research has indicated that learners who receive education in a context they can relate to are more successful in acquiring knowledge and skills. For this reason, educators in Africa often explore the concept of Africanization as part of cross-cultural teaching and learning efforts. Africanization includes local and indigenous cultural considerations to instill African culture and identity in teaching and learning environments. This qualitative study investigates the perceptions of academic staff, focusing on the effectiveness of using an African case study to explain important theoretical constructs in an undergraduate Business Analysis and a Human-Computer Interaction course at a higher-educational institution. Thematic analysis performed on the results of in-depth semi-structured interviews involving academic instructors reveals seven main themes, with the theme on the relevance and interpretation of practical examples occurring most frequently. The findings suggest that the Africanization of content, using local and Afrocentric examples, can assist learners in acquiring relevant knowledge and skills and be useful in cross-cultural teaching and learning, as learners can relate the theory to their local context. However, the concept should be presented to learners before introducing new academic content.

关键词： cross-cultural Africanization decolonization teaching and learning case study business analysis human-computer interaction

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teaching and learning

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初中生世界 2011年第7期 21-21页

教与学一位父亲教他儿子认识数字,首先认识"1"。儿子很快就学会了。第二天,父亲正在擦桌子,同时,儿子在旁边看他擦桌子。父亲用抹布在桌子上写了一个大大的"1",让儿子读。但儿子却不认识。"你应该认识啊!难道... 详细信息

教与学一位父亲教他儿子认识数字,首先认识"1"。儿子很快就学会了。第二天,父亲正在擦桌子,同时,儿子在旁边看他擦桌子。父亲用抹布在桌子上写了一个大大的"1",让儿子读。但儿子却不认识。"你应该认识啊!难道你不记得了吗?这是我昨天教你的。"

关键词：教与学 teaching and learning

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Controversies and scandals as an RRI teaching and learning tool: beyond inspiring

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JOURNAL OF RESPONSIBLE INNOVATION 2025年第1期12卷

作者： Albu, Ioana A. Downs-Ford, Rebecca Furmidge, Rachel Jackson, Caitlin E. Morgan, Amy Nathan, Keir Osmani, Yasmine Patel, Ayesha Pennington, Catherine E. W. Weller, Ryan Whalley, Tom Harvey, Alison G. Univ Manchester Sch Nat Sci Dept Mat Manchester England Univ Manchester Henry Royce Inst Manchester England Univ Manchester Sch Engn Dept Solids & Struct Manchester England Univ Sheffield Dept Mat Sci & Engn Sheffield England Univ Sheffield Sch Clin Dent Sheffield England Univ Manchester Fac Biol Med & Hlth Manchester England Univ Manchester Wellcome Trust Ctr Cell Matrix Res Manchester England

The transition from undergraduate to PhD student in STEM disciplines is a key point for introducing RRI, as we see a natural increase in responsibility and a shift to active research. In this study, one lecturer and eleven STEM PhD students reflect on our experiences of learning about RRI and explore how controversies and scandals can be used for teaching, through reflective essays and discussions of nine controversies and scandals. Thematic analysis was used to highlight key challenges in learning about RRI in our context, map the case studies against an RRI framework, and identify four ways to view RRI when learning as a PhD student in STEM: (1) starting point, (2) developing research identity, (3) communities of research and innovation, and (4) bigger picture. We suggest there are rich learning opportunities within studying such cases that go beyond the obvious 'inspiring and eliciting interest'.

关键词： Controversies scandals RRI teaching and learning higher education STEM

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teaching and learning for sustainable development: ESD research in technology education

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INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2013年第3期23卷 733-748页

作者： Pavlova, Margarita Griffith Univ Griffith Inst Educ Res Sch Educ & Profess Studies Mt Gravatt Qld 4122 Australia

When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in "securing sustainable life chances, aspirations and futures for young people". This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth's carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.

关键词： Education for sustainable development Research in technology education Transformative education Policy and curriculum development teaching and learning Teacher training

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teaching and learning in biophotonics: Crossing the bridge between educators and students

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JOURNAL OF BIOPHOTONICS 2024年第7期17卷 e202300491-e202300491页

作者： Nogueira, Marcelo S. Gunther, Jacqueline E. Komolibus, Katarzyna Ryan, Sinead M. Murray, Brian S. Jezzini, Moises A. Kennedy, Declan Andersson-Engels, Stefan Univ Coll Cork Tyndall Natl Inst BiophotonTyndall Dyke Parade Cork T12 R5CP Ireland Univ Coll Cork Dept Phys Cork Ireland Univ Coll Cork Dept Educ Cork Ireland Cold Spring Harbor Lab New York NY USA

As a rapidly growing field, biophotonics demonstrates an increasingly higher demand for interdisciplinary professionals and requires the implementation of a structured approach to educational and outreach activities focused on appropriate curriculum, and teaching and learning for audiences with diverse technical backgrounds and learning styles. Our study shows the main findings upon applying this approach to biophotonics workshops delivered 2 consecutive years while updating and improving learning outcomes, teaching strategies, workshop content based on student and teacher feedback. We provided resources for a variety of lecture-based, experimental, computer simulation activities. Quality of subject matter, teaching, and overall learning was rated as "Very good" or "Good" by 88%, 76%, and 82% of students in average, respectively. Application of our teaching strategies and materials during short- and long-term workshops/courses could potentially increase the interest in pursuing careers in the biophotonics field and related areas, leading to standardized approaches in designing education and outreach events across centers. Recent advances in light-based technologies combined with increasing demand for early diagnostics and improvements in patient care are the major drivers in the expansion of the global biophotonics market with an estimated value reaching $91.3 billion by 2024. To address the growing need for interdisciplinary scientists, clinicians, and engineers, this study presents a structured approach to educational and outreach activities in biophotonics applied over two consecutive years aiming at improving the workshop design based on students' and teachers' feedback. image

关键词： biomedical optics biophotonics education multidisciplinary teaching and learning tissue optics

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