Thematische Bibliographien / Modern Study and teaching (Primary) Thailand

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Modern Study and teaching (Primary) Thailand“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "Modern Study and teaching (Primary) Thailand"

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Et al., Sin Ngamprakhon. „Educational Administration: Concept, Theory and Management“. Psychology and Education Journal 58, Nr. 1 (29.01.2021): 1605–10. http://dx.doi.org/10.17762/pae.v58i1.953.

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The objectives of this research were: 1) to study the concepts and theories of educational administration, 2) to study the model of educational management, and 3) to analyze the theoretical tendency and the educational management model in practice. The primary data were collected from the Tipitaka in Thai version of Mahachulalongkornrajavidyalaya University and Commentaries. The secondary data were collected from Buddhist documents, educational administration, and interviews with 10key informants. The collected data were analyzed by content analysis. The research results indicated that: 1) the concepts and theories concerning academic affairs, teaching and learning management and evaluation by information technology, personnel management are an important part to drive the organization into effectiveness by setting job channel and description, and personnel development in virtue and knowledge. The budget is a factor to make the organization achieve its goal. The institutional environment is to support the management and work performance effectively. Furthermore, the participation in educational administration is a key factor to push the operation according to policy and plan. 2) The educational management model based on the Ministry of Education consisted of 4 aspects; Academic management, Budget management, Personnel, and General administration with stability and relevant to the 20-Year National Strategy and Thailand 4.0, by development and empowerment of potential, opportunity, equality of people, and enhancing people's quality of life with eco-friendly system, and educational system and management development. 3) The analysis of theoretical trends and educational management models into practice in 4 aspects; academic affairs, budget, personnel, and general management in practice is to strengthen the stability and reconciliation relevant to modern administration system with innovation and social network by using the educational administration in the digital age integrated with Buddhist principles to become a professional administrator in the present situation.
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Zhang, Li, und Yanqiu Hu. „An Experimental Study on Pictographic Character Teaching for Primary School Pupils in Thailand“. Advances in Applied Sociology 10, Nr. 12 (2020): 483–97. http://dx.doi.org/10.4236/aasoci.2020.1012028.

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Dueraman, Bayatee, Kanasin Tunsakul und . „Can Thai Students Survive without English Teachers? a Case Study of Primary School Students in Thailand“. International Journal of Engineering & Technology 7, Nr. 3.21 (08.08.2018): 395. http://dx.doi.org/10.14419/ijet.v7i3.21.17199.

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Particular interests in English language teaching practices have been given much attention recently. This study attempts to examine whether trained English majors can help teach English to students in a primary school where there is short of English teachers. Two English instructors, twenty English majors and ninety-four students participated in the study. Theoretical and practical training sessions were organized for twenty English majors before they start teaching the students. English lesson plans were designed relative to four major content areas found in the standardized national English test include vocabulary, reading, conversation, and public signs were used as a guideline for both training and teaching sessions. Pre and post-tests were administered to primary school students before and after the teaching intervention accordingly. Data collected through participant observations were also used to support data collected from the interviews and tests. Results show that our trained English majors could help improve the students’ English language proficiency in spite the unavailability of qualified English teachers at their school. Findings offer some insights on possible alternatives to teaching English to primary school students who face similar problems.
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Somphong, Suriyan. „A Study of Guideline and Teaching for The Olympic Education in Thailand“. Journal of Innovation in Educational and Cultural Research 2, Nr. 2 (15.12.2021): 60–66. http://dx.doi.org/10.46843/jiecr.v2i2.34.

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The purposes of this study were to study the guidelines and teaching for the Olympic education that were to instil conscience of Olympic values. The 30 samples in this study were purposively sampled method. They were the experts from the National Olympic Committees of Thailand and Ministry of Education. The instruments were semi-structured interview developed by the researcher. The qualities of the instruments were verified by measuring the construct validity, calculating the index of congruence under the considerations of the experts, and determining the reliability with Cronbach’s method, respectively. The results of the research showed that the guidelines for teaching Olympic education in primary schools for cultivating Olympic values for students must create a network-based collaboration.
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Pritchard, Alan, Marilyn Hunt und Ann Barnes. „Case study investigation of a videoconferencing experiment in primary schools, teaching modern foreign languages“. Language Learning Journal 38, Nr. 2 (Juli 2010): 209–20. http://dx.doi.org/10.1080/09571731003790508.

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Huan, Liu. „A Study of the Application of Modern Information Technology in Primary School Chinese Teaching“. International Journal of Elementary Education 8, Nr. 3 (2019): 63. http://dx.doi.org/10.11648/j.ijeedu.20190803.12.

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Putri, Vincentia Aprilla. „Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand“. Vision: Journal for Language and Foreign Language Learning 9, Nr. 1 (30.05.2020): 61. http://dx.doi.org/10.21580/vjv9i25187.

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<p>This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.</p>
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Kulsha, Dzmitry N., und Oxana V. Ryabokoneva. „Teaching Russian in Turkish universities: modern trends“. Russian Language Studies 18, Nr. 3 (15.12.2020): 359–70. http://dx.doi.org/10.22363/2618-8163-2020-18-3-359-370.

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Monitoring the interest in Russian language learning constitutes a significant direction regarding supporting and promoting the Russian language abroad. The relevance of the study is attributed to the scarce amount of contemporary research on the status of Russian in the academic realm of the Republic of Turkey. This study aims to explore the dynamics and trends regarding teaching Russian as a foreign language in undergraduate programmes in Turkey over the last 5 years and identify the primary factors determining the choice of Russian as a major or as an additional skill. Within the scope of this study we have obtained quantitative information regarding Russian undergraduate programme quotas from governmental Internet resources (Council of Higher Education); additionally, evidence was collected via an anonymous questionnaire targeting L1 Turkish L2 Russian learners. The data were analyzed using statistical methods. The obtained results suggest steady and positive dynamics on the state level: the number of quotas for Russian undergraduate programmes in Turkey is gradually increasing; and on the individual level: a genuinely positive attitude towards Russian language and culture is observed among university students. The crucial factors determining the students choices are mainly related to instrumental motivation (job opportunities, etc.), whereas integral motivation also plays considerable importance (interest towards Russian language and culture, etc.). The results of the study may prove useful in developing educational materials and setting new directions in intercultural policies.
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Rapisheva, Zh, und N. Kaliakparova. „Modern pedagogical technologies in teaching a foreign language in primary school“. Bulletin of the Innovative University of Eurasia 81, Nr. 1 (27.03.2021): 38–43. http://dx.doi.org/10.37788/2021-1/38-43.

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The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.
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Pinthongpunth, Khwandaw, Thongchai Phuwanatwichit, Charin Mangkhang und Atchara Sarobol. „Learning for Professional Development of Social Studies Teachers in Thailand“. Journal of Curriculum and Teaching 10, Nr. 2 (18.05.2021): 58. http://dx.doi.org/10.5430/jct.v10n2p58.

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The research of creative learning for professional development of social studies students aims to study the basic information on creative learning management models for teacher professional development for Social Studies Program students. There are various ways to learn. The model that can be developed and applied to learners to develop the knowledge, skills and competencies necessary for the management of teaching and learning in the modern era to support learners and teachers in the rapid changing society, environment, economy and technology that have an impact on learning and teaching. The teachers who have a teaching method that can pass on or develop the learners is the first factor that generate the understanding between teachers and students. It is to understand the basic information of the local educational institutions. Therefore, this article provides basic information on creative learning management for teacher professional development for students studying in Bachelor's degree in Social Studies Program, Songkhla Rajabhat University, the local university where produces graduates serve to society and communities. Therefore, this article can create an understanding and a basis for further research work.
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Dissertationen zum Thema "Modern Study and teaching (Primary) Thailand"

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Trakulphadetkrai, Natthapoj. „An exploratory mixed-method study of Thai primary teachers' beliefs concerning mathematical knowledge, its learning and teaching“. Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610877.

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Lau, Hui Yuen. „Code-switching from Cantonese to modern standard Chinese : a study of primary pupils in Hong Kong“. HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/35.

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Wilson, Desrian. „The teaching of Spanish as a modern foreign language in Trinidad : a case study of the Spanish initiative implementation in the primary classroom“. Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37612.

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The focus on human capital development in the republic of Trinidad and Tobago may be viewed as an instrumental economic imperative. This government position has brought with it changes to the educational landscape of the local primary school. Recognition of the impetus for improved trade within the region has brought with it a new curricular focus, that of a modern foreign language at the level of the primary school. It is generally noted that policies are often imported and implemented in the local context without an evaluation of their efficacy. This study thus considers the issue of the implementation of Spanish at the primary school level in a quest to describe the perspectives and experiences of educational stakeholders locally. The research questions that directed this study were 1) How is Spanish taught at the primary level in Trinidad? 2) What are the factors that impact on the initiative's implementation? 3) How do teachers, principals and curriculum officers perceive the introduction of the primary Spanish initiative? 4) How do teachers and principals describe their experiences of implementing the primary Spanish initiative? and 5)What are the students' perspectives on learning Spanish at the primary level? Given the study‘s overarching aim to determine how Spanish is delivered in Trinidadian primary schools, the research concentrated on the teaching-learning process as it was conceptualized and implemented by generalist primary school teachers. The study‘s objectives and research questions required a qualitative-dominant methodology within an interpretivist paradigm. A multiple case study was undertaken at two primary schools within the southern region of Trinidad. Data were collected through pre-observation and video-stimulated recall interviews with teachers, structured classroom observations, focus group interviews with students, interviews with principals and curriculum officers and a school questionnaire. The findings point to the critical success factors of available, qualified teachers, administrative support, resource readiness and clear policy direction as variables that impact on the initiative‘s successful implementation. On the other hand, the learners‘ infectious enthusiasm for the language heralds the opportunities that can be grasped from a successful, sustainable initiative.
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Lo, Yee-man, und 羅綺文. „The use of the translation method for Hong Kong dialectalwords and standard modern Chinese written words in the teaching ofwriting in primary 4“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028112X.

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Liando, Nihta V. F. (Vera Frelly). „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia“. 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.
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Bücher zum Thema "Modern Study and teaching (Primary) Thailand"

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Kristina, Tobutt, Hrsg. Modern languages in the primary school. London: SAGE, 2009.

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Games & activities for primary modern foreign languages. Harlow, England: Pearson Longman, 2008.

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Teaching foreign languages in the primary school. London: Continuum International Pub. Group, 2008.

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Richard, Johnstone. Teaching modern languages at primary school: Approaches and implications. Edinburgh: Scottish Council for Research in Education, 1994.

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Teaching foreign languages in the primary school. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Modern foreign languages in the primary school: The what, why & how of early MFL teaching. London: Kogan Page, 2001.

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Angela, McLachlan, Hrsg. Primary languages in practice: A guide to teaching and learning. Maidenhead, England: Open University Press, 2009.

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National Council for Curriculum and Assessment. Culture and communication: Foreign languages in the primary school curriculum. Dublin: NCCA, 1993.

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National Council for Curriculum and Assessment. Culture and communication: Foreign languages in the primary school curriculum. (Dublin): National Council for Curriculum and Assessment, 1993.

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Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, NH: Heinemann, 1996.

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Buchteile zum Thema "Modern Study and teaching (Primary) Thailand"

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„ICT in Modern Foreign Language teaching MONIKA PAZIO (with additional case study from Patrick Carroll)“. In Teaching and Learning with ICT in the Primary School, 122–35. Routledge, 2014. http://dx.doi.org/10.4324/9781315768823-16.

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Aremu, Ayotola, und Adebowale Adebagbo. „Digital Games for Teaching and Learning of Mathematics in Nigeria Schools“. In Globalized Curriculum Methods for Modern Mathematics Education, 57–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6158-3.ch005.

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Fractions are among some concepts in mathematics that pupils in Nigeria primary find difficult to learn, and teachers find difficult to teach. These problems require solutions because mathematics knowledge is germane for technological advancement and national development. Pupils need to be actively involved in constructing their knowledge and digital mathematics learning games could be helpful. Thus, this study investigated the effects of digital mathematics games on primary pupils' achievement in fractions concepts. An appropriately validated pupil fractions achievement test (PFAT) was used to collect data for the study. Data collected were analyzed using t-test. It was revealed that pupils exposed to digital mathematics games performed significantly better than those exposed to conventional method. There is significant difference between achievements of male and female pupils exposed to game-based strategy.
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Brasili, Simone, und Riccardo Piergallini. „NATURE OF SCIENCE INTERDISCIPLINARY TEACHING AT PRIMARY SCHOOL BASED ON SYMMETRY AND THE SEARCH OF INVARIANTS“. In Advances in Education and Educational Trends Series, 207–19. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead17.

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The project is situated in the field of teaching physics, generally speaking, science education. It aims at studying the interplay between physics and mathematics, introducing an interdisciplinary approach based on the modern concept of symmetry or sameness within change (i.e., invariance). The interdisciplinary methods integrate the process skills common to discovery-based science and problem-based mathematics, typically of Nature of Science (NoS) modelling. We designed a teaching-learning sequence(TLS) and implemented it in an Italian primary school on a sample group (N = 96). Research conforms to pre-and post-test design with a control group. The resulting data were examined through a mixed method. We assess the effectiveness of the TLS by analysing the learning changes in the level of pupils’ knowledge of symmetry. The findings show that the pupils were in the regime of competence for grasping the changed view of symmetry. It also provides ideas that the concepts of symmetry and invariance will allow building the architecture of more extensive scientific knowledge. The study of transformations and invariants facilitates the acquisition of cognitive procedures fitting in many domains, modelling and generalization processes. This research contribution brings important suggestions for designs of successive steps in the learning path on symmetry.
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Utami, Athifah, und Francisco Javier Palacios Hidalgo. „Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education“. In International Perspectives on Modern Developments in Early Childhood Education, 154–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch009.

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The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.
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Melnyk, Іnna, und Oleksandr Moisak. „PROBLEMS OF INTEGRATION OF PSYCHOLOGICAL AND PEDAGOGICAL KNOWLEDGE IN THE PROCESS OF PREPARATION OF FUTURE TEACHERS“. In Integration of traditional and innovative scientific researches: global trends and regional aspect. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-3-7.

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The article is devoted to the problems of psychological and pedagogical preparation of future educators and primary school teachers for professional activity. The aim of the article is to highlight the results of the study of the peculiarities of future teachers' awareness of the need to acquire psychological competencies for further work with children and outline the basic principles of interdisciplinary and integrated approach to teaching psychological and pedagogical disciplines in universities. A brief theoretical overview of modern research on professional and personal growth of teachers is given. The results of an empirical study of the peculiarities of students' awareness of the need to acquire psychological competencies for further work with children of preschool and primary school age are highlighted. It was stated that a significant part of the surveyed students are generally aware of the need to apply psychological knowledge in the future profession, but such awareness is significantly "blurred" and unstructured. It has been found that the vast majority of students are not fully aware of the purpose for which psychological and pedagogical disciplines are combined into a common integrated course, which may indicate a lack of work to implement integrated and interdisciplinary approaches. It is determined that psychological knowledge is practically used more by students to improve their own lives and personal self-development, rather than directly in working with children. In this regard, some practical aspects of the integration of psychological and pedagogical knowledge in the training of specialists in the field of preschool and school education, in particular, in the study of such an integrated course as "Anthropology". The purpose, tasks and structure of the course are described, strategies of combination of psychological and pedagogical knowledge in the process of its teaching are defined, which consist in clear understanding by teachers of disciplines of psychological and pedagogical cycle of necessity of interaction among themselves and orientation on practical side of their subject application. The view of such structuring and teaching of this course is described, when the study focuses on psychological concepts and categories, that is the complete system of psychological research and indicates the possibility and method of application of this research in the pedagogical process.
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Konferenzberichte zum Thema "Modern Study and teaching (Primary) Thailand"

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D. Guillén-Gámez, Francisco. „A cross-sectional study on attitudes towards statistics in primary education students of Higher Education: prediction of variables through a multiple regression model“. In 2nd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/2nd.icmetl.2020.11.82.

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Vilinová, Katarína, und Veronika Kabátová. „Inquiry-based learning and its using in geography at the second level of primary schools“. In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Brasili, Simone, und Riccardo Piergallini. „A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.

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The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
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Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko und A. N. Laposhina. „LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY“. In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.

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This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
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Elliniadou, Elena, und Chryssa Sofianopoulou. „STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.

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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Mirth, John A. „Parametric Modeling: A New Paradigm for Mechanisms Education?“ In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70175.

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The evolution of engineering education is driven, in part, by the tools available. This paper examines how a relatively new tool, that of parametric modeling, can be implemented in the presentation of an introductory course in the design and analysis of mechanisms. The combined graphical and computational power of a parametric modeling system provides an ideal starting point to introduce a variety of common concepts. This paper examines how parametric modeling can be used to analyze mechanism mobility (including degrees-of-freedom, Grashof type, transmission angles, and limits of motion), and velocity (including mechanical advantage) in planar linkages. The use of parametric modeling as a tool for teaching linkage synthesis is also reviewed. The primary purpose of the paper is to briefly demonstrate the power of parametric modeling and how this tool can form a foundation for mechanism education. The ability to rapidly create and change parametric sketches of mechanisms allows the student much more opportunity to study “what if” scenarios and recognize trends in mechanism analysis and design. The visual and interactive nature of the tool also has excellent compatibility with the highly computer literate background of the modern student. Parametric modeling has the necessary capability to become the paradigm for mechanisms instruction in the 21st century.
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Fojcik, Martyna K., und Marcin Fojcik. „TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.

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Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
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Grimshaw, S. D., C. J. Clark, J. V. Taylor und R. Spataro. „Student Research Projects With Industrial Impact“. In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-58948.

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Abstract This paper describes six final year undergraduate research projects supported by a collaboration between the Whittle Laboratory at the University of Cambridge and Reaction Engines (RE), a UK aerospace company. The collaboration is now in its fourth year of projects relating to RE’s Synergetic Air Breathing Rocket Engine (SABRE). The approach taken in these projects combines modern teaching pedagogy with a best practice methodology for industrial-academic collaboration and a well established framework for structuring research problems. This paper explains how the three methodologies are tailored and adapted for use with final year undergraduate research projects. The approach is mapped on to an annual project cycle which begins with the industry and academic partners deciding which topics to investigate and proceeds through student selection, the project work itself and concludes with student assessment and end-of-year reporting. The projects combine analytical, computational and experimental work and have covered counter-rotating turbomachinery, S-ducts in compressors and Helium Turbine design, all of which are topics of primary importance to the design of SABRE. Following descriptions of each of the six completed projects, the impact of the work and lessons learned are considered from the point of view of the students, the industrial partner and the academic supervisors. Overall, the students found the work extremely engaging and have all been encouraged to pursue careers in engineering, either in industry or through post-graduate study. For the industry partner the collaboration provides expertise and an approach which is not available in-house as well providing a ‘second look’ at key technical questions. For the academics involved, the opportunity to lead research on a ‘real’ problem with an industrial partner has proved highly motivating as well as providing opportunities for personal and career development.
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