David Yellin College of Education

In this article, we investigate, from the perspective of a user's digital experiences, the nature of mathematical knowledge of a Large Language Model (LLM), ChatGPT-4. As a context for our investigation, we use Plato's slave-boy experiment in ‘Meno,’ where Socrates demonstrated his thesis that knowledge is innate, which sparked a philosophical debate about the nature of knowledge as a recollection from memory versus knowledge as ongoingly generated from experiences. Focusing on the Doubling the Square geometry problem from the ‘Meno’ and conducting a ‘conversation’ with the Chat according to specific underpinning guidelines, we show that the Chat's responses reflected both types of knowledge. Also, our underpinning guidelines enabled us to allocate what we call the ‘Chat’s ZPD,’ that is, problems that the Chat cannot solve by itself but can solve with some prompting from a suitably knowledgeable user. We suggest implications of our findings for users’ digital interactions with LLMs and for future research.

Environmental changes driven by anthropogenic activities often disrupt animal communication and mating behavior. Consequently, these changes may force animals to adopt alternative mating tactics and strategies to find a mate. The mating disruption technique is an environmentally friendly tactic often used to control the pink-bollworm moth population in cotton fields. Though mating disruption is eco-friendly, it represents a Human-Induced Rapid Environmental Change for the targeted moths. Mating disruption involves spreading a synthetic version of the species-specific sex pheromone in the field, creating a pheromone-polluted environment, making it difficult for male moths to locate females and thereby reducing mating rates. We hypothesized that the intense sexual selection and environmental changes affecting communication would lead moths to increase their use of alternative mating strategies. An observed alternative mating behavior in male pink bollworm moths is disturbing mating pairs to displace the male and mate with the female. We compared this behavior between two populations and found that males long exposed to mating disruption disturbed mating pairs more frequently than those never exposed to it. In addition, males with a prolonged history of exposure to mating disruption showed reduced choosiness of females and increased their mating rate with small females of lower reproductive potential. The success rate of the observed couple disturbance was low. Nonetheless, this strategy, alongside other strategies, may contribute to the males' reproductive success when facing the additional challenge of locating females due to the pheromone-polluted environment.

Abstract This chapter showcases over 20 examples of ocean literacy activities developed during the Ocean Incubator Network Living Laboratory and beyond (the Foraminifera Box contains more than six activities that can be downloaded freely). The authors of these activities include students, scientists, researchers, educators, linguists, legal scholars, and experts in accessibility. Each activity has been scrutinized through the educational and pedagogical lens of Marcelle Dabbah to ensure its efficacy and relevance. Both teachers and learners can find inspiration in these activities, which are available for download and can be tailored to meet specific learning objectives and classroom needs. Each activity is structured according to an outline developed by Laura Vita, and includes details such as the contributors, activity name, target audience, focus of the activity, learning objectives, and guidance or instructions.

A decade has passed since Goodwin and colleagues asked who teacher educators are and what they need to know and be able to do [...]

Compassion-Based Practices for Secondary Traumatic Stress is a comprehensive guide that merges profound theoretical insights with practical compassion-based practices. Tailored for helping professionals working with survivors of trauma, this book illuminates a path toward addressing secondary traumatic stress and promoting vicarious posttraumatic growth through a compassionate lens. Distinguished by its in-depth and hands-on creative approach, inclusion of East Asian philosophical principles, and harmonization of self- and other-oriented compassion, this resource guide provides empowering tools for helping professionals from diverse fields of practice and their host organizations.

Studying inquiry-based learning often requires observations of complex learning situations in classroom, group, or individual settings. Analyzing the collected data can be a long process that is often restricted to small-scale research efforts. In this chapter, we describe a method of using automatically generated descriptive information to support the study of complex learning situations. We examined how students’ participation in an elaborated feedback process, generated based on immediate online information, influences their inquiry processes. By redesigning textbook tasks into example-eliciting ones based on interactive diagrams, we developed an approach that supports automated analysis of students’ personal example spaces. Through interactive exploration, student diagrams can be analyzed to identify their mathematical characteristics. Using the Seeing the Entire Picture (STEP) platform (Olsher et al., 2016) for the present study, we describe our method of analysis and application of the platform in two studies.

Studies on the job satisfaction of music therapists are needed for the growth of the profession and their findings may help to improve the well-being of practitioners. The aim of this cross-sectional survey was to explore the levels of satisfaction of music therapists with their profession and to identify the factors influencing their job satisfaction in several countries where this topic is under researched (Israel, Germany, Spain, Switzerland, Czech Republic, and Austria). Descriptive and inferential statistics of data obtained through an online survey of 439 practicing music therapists found the highest levels of job satisfaction were reported in Spain and the lowest levels were reported in Germany. We found significant correlations among job satisfaction, satisfaction with music therapy training, and satisfaction with the perceived status of the profession. Moreover, participants' views on "what would need to change to improve their satisfaction" with their profession were divided into 3 categories (therapists-self, workplace, and country). Participants seemed to be highly satisfied with their profession, but less satisfied with interactions with other team members, and with the perceived status of the music therapy profession. There is an overarching need for all countries (including those where music therapy is legally established as a profession) to promote the profession inside and outside the practitioners' work settings.

ABSTRACT Numerous studies highlight the benefits of incorporating creativity in teaching, but practical experience shows that putting these theories and policies into practice often lacks the necessary resources. The current study focuses on three aspects of creativity in teaching: (a) Theoretical – how do policy documents and educational researchers refer to creativity in teaching and what are their recommendations regarding its implementation in the education system? (b) Attitudes – what do teachers know and what are their positions regarding the integration of creativity in teaching? (c) Practical – whether and how teachers use creativity-based practices in their teaching. We conducted a descriptive analysis of 36 teachers’ lesson plan performances and 11 interviews to answer the research questions. Findings revealed a gap between theory and practice: despite the teachers’ positive attitudes about integrating creativity in teaching, many of them did not apply these contents. Ways to minimize this gap between theory and practice are discussed.