Journal articles: 'School: School of Engineering and Computer Science'

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Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>

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Fernández-Cézar, Raquel, Natalia Solano-Pinto, and Dunia Garrido. "Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables." Mathematics 9, no. 14 (July 7, 2021): 1591. http://dx.doi.org/10.3390/math9141591.

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The current society is based on science and technology, depending partly on mathematics. It leads to citizens’ success in school mathematics, being measured through achievement, which can be predicted by affective, cognitive, and behavioral variables. The aim of this study was to determine the extent to which self-concept, learning strategies, attitude towards science and mathematics, school environment, and previous scores in science and mathematics predict achievement in mathematics. A convenience sample of 352 pupils taking part in a science, technology, engineering, and mathematics (STEM) experimentation outreach program belonging to state schools and state-funded schools from rural and urban environments was analysed. The instrument was composed of the Auzmendi scale of attitude towards mathematics modified, the attitude towards school science, the AUDIM questionnaire for self-concept (physical, social, personal, academic, and general), and the CEA questionnaire for learning strategies (emotional control, critical and creative thinking, and metacognition). Sex, type of school, and school environment were covariates. A binary logistic regression model was obtained for mathematics achievement, which correctly classified 82.1% of students, with previous science and mathematics achievement, science achievement, and critical and creative thinking as predictors, and urban schools playing a positive role. Implications of these predictors on mathematics education are discussed.

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O’Bannon, Deborah J. "Creating a New School of Computer Science and Engineering in Kansas City." Leadership and Management in Engineering 6, no. 3 (July 2006): 93–96. http://dx.doi.org/10.1061/(asce)1532-6748(2006)6:3(93).

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Wieselmann, Jeanna R., Gillian H. Roehrig, Elizabeth A. Ring-Whalen, and Thomas Meagher. "Becoming a STEM-Focused School District: Administrators’ Roles and Experiences." Education Sciences 11, no. 12 (December 10, 2021): 805. http://dx.doi.org/10.3390/educsci11120805.

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Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the district’s first STEM school opening in 2012. We addressed the research question: How is a district-wide STEM education vision developed, enacted, and sustained by various administrative stakeholders? We interviewed 11 participants, all of whom had some level of administrative responsibility related to the district’s STEM mission, coded interviews based on the critical components of STEM schools, and used narrative inquiry methods to describe the district’s STEM transition from these administrators’ perspectives. Our analysis revealed that several key critical components were central to this district’s STEM mission. These components included elements related to leadership, reform-based instructional strategies, and teachers’ professional learning. By focusing on different elements at different times and prioritizing several key components throughout, this district was able to achieve its goal of providing STEM instruction to all of the elementary and middle school students.

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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

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Hwang, Ren-Hung, Hsin-Tung Lin, Jerry Chih-Yuan Sun, and Jang-Jiin Wu. "Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning." International Journal of Online Pedagogy and Course Design 9, no. 2 (April 2019): 44–62. http://dx.doi.org/10.4018/ijopcd.2019040104.

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Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

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Armoni, Michal. "COMPUTING IN SCHOOLSHigh-school software engineering education." ACM Inroads 7, no. 2 (May 16, 2016): 25–27. http://dx.doi.org/10.1145/2910588.

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Mannila, Linda. "Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education." Seminar.net 14, no. 2 (October 15, 2018): 201–15. http://dx.doi.org/10.7577/seminar.2980.

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The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital competence, computer science or other similar content. In this paper, we provide insight into what teachers see as crucial aspects when implementing a new curricula introducing digital competence as a transversal element. We have analysed 86 Finnish teachers’ descriptions of digitally competent schools and digitally competent personnel, in order to identify a list of prerequisites that can be helpful to school leaders who are to drive the change at their local schools.

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Zadorozhnyi, Vytaly M. "The use of Arduino software and hardware in a school physical experiment." Освітній вимір 54, no. 2 (June 25, 2020): 122–33. http://dx.doi.org/10.31812/educdim.v54i2.3861.

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The article considers the use of hardware and software Arduino in order to involve students in the study of such subjects as: physics and computer science; provide an opportunity improve and develop their own engineering ideas. The article proves that the use of hardware and software Arduino complex in teaching and research activity is an effective tool for improvement interest in such areas of activity as computer science, engineering, physics. The study found that an integrated approach allows arousing students’ interest in the study of natural sciences and mathematics, solving modern problems engineering and electronics, and developing them creativity. Work on your own projects allows children to show abilities and present their projects in various competitions, in addition motivates young researchers. Developed by students devices can significantly increase accuracy measurements during the experiment, increase the level of theoretical preparation for laboratory work, increase the general interest to perform laboratory work by students for due to the modernization of equipment and form new ones ideas about physical phenomena and processes. The results of students’ research activities can used during the teaching of physics in a specialized school, especially during school experiment.

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Camp, Amanda G., Diane S. Gilleland, Carolyn Pearson, and James Vander Putten. "Differentiating between Women in Hard and Soft Science and Engineering Disciplines." Journal of College Student Retention: Research, Theory & Practice 11, no. 3 (November 2009): 363–84. http://dx.doi.org/10.2190/cs.11.3.d.

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The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

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Montoro, Ana B., Carmen Gloria Aguayo-Arriagada, and Pablo Flores. "Measurement in Primary School Mathematics and Science Textbooks." Mathematics 9, no. 17 (September 2, 2021): 2127. http://dx.doi.org/10.3390/math9172127.

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The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile to analyse how content common to mathematics and science is addressed in primary school textbooks with a view to determining whether the approaches adopted complement one another and are compatible with STEM education. More specifically, in light of the importance of measurement in both areas of learning and in everyday life, we describe the meaning of mass and volume found, in two publishers’ textbooks. Based on the components of the meaning of measurement and deploying content analysis techniques, we analysed the explanations and tasks set out in these mathematics and science books to identify the similarities and differences in the handling of those magnitudes in the two subjects. Our findings showed the proposals for teaching mass to pursue similar objectives in the earliest grades, addressing matters that could be included in STEM proposals. On the contrary, inconsistencies were detected in the distribution of volume measurement-related content, as well as in the strategies, units and tools used in the two areas.

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Korolev, A. L. "COMPUTER MODELING AND SOFTWARE SYSTEMS TO SUPPORT THE STUDY OF MODELING AT SCHOOL." Informatics in school, no. 7 (November 17, 2018): 58–63. http://dx.doi.org/10.32517/2221-1993-2018-17-7-58-63.

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In the article features of studying simulation in a school course of informatics are considered. The main theoretical issues of this theme are presented: the role of simulation in science, engineering, education and practical activities, the role of computer models, the relevance and multiplicity of models. Software complexes for creating computer models that are applicable in school education, in particular, in project activities of students, are described.

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Bonner, Desmond, and Michael Dorneich. "Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 380–84. http://dx.doi.org/10.1177/1541931213601086.

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This paper presents work on the development of a Game-Based Learning (GBL) application’s requirements for female middle school students which teaches fundamental concepts of programming. Currently, there are not enough students who desire to pursue Science, Technology, Engineering, and Mathematic (STEM) career fields. Additionally, female are underrepresented in STEM fields, and increased female participation may help partially address this gap. GBL was used to encourage middle school student interest in STEM by allowing them to practice computer science concepts in engaging contexts outside the classroom. The game Sorceress of Seasons was built to teach fundamental programming concepts, and was based on six requirements specifically targeted at female middle school students. The game was tested with 15 middle school-aged students. Playing the game had a positive effect on students’ attitudes towards programming, with female students reporting a larger increase in computer science interest than males when compared with their previous attitudes. The results suggest that the game may be successful in increasing interest in STEM in these students. The requirements developed to guide the design of the game played a role in the game’s effectiveness, and may be useful when developing an educational tool targeting female STEM interest.

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Brigas, Carlos Jorge Jorge, and José Alberto Quitério Figueiredo. "“The Hour of the Code”: Computational thinking workshop in a primary school in Guarda, Portugal." Research in Social Sciences and Technology 4, no. 2 (November 5, 2019): 129–36. http://dx.doi.org/10.46303/ressat.04.02.9.

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In recent years, there has been an increased effort to introduce coding and computational thinking in early childhood education. In accordance with the international trend, programming has become an increasingly growing focus in European education. The idea of introducing computer programming in the classroom dates back to the late 1960s. The introduction of programming language provides an opportunity to engage in logical and abstract thinking, problem solving, and the creative design process. One of the best-known initiatives is The Hour of Code. This initiative is being implemented in 180 countries and more than 700 million students have participated. The Hour of Code started as a one-hour introduction to computer science, designed to demystify “code,” to show that anybody can learn the basics, and to broaden participation in the field of computer science. This article describes a workshop held under the “The Hour of the Code” initiative and implemented in the primary schools of Guarda, Portugal. The activity took place at the school and lasted two hours. Students from the first to the fourth grade participated, with ages ranging from 6-11 years. The teachers of the activity were university professors of computer engineering and students of computer engineering.

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Xiao, Zuopeng, Taoyu Lin, Jingying Liao, and Yaoyu Lin. "School Travel Inequity between Students from Public and Private Schools in the City of Shenzhen, China." Journal of Advanced Transportation 2021 (November 18, 2021): 1–12. http://dx.doi.org/10.1155/2021/5032726.

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Understanding school travel inequities and promoting active travel policies more effectively is an increasingly important issue in the international transport policy agenda. Using the dataset of the 2014 Shenzhen primary and secondary school travel survey, this study empirically revealed the permanent residence permit (hukou) system in the context of China shapes the evident inequities between students from public schools and private schools. Students without a legitimated hukou to local areas suffer from more constraints, longer distances, and more time to access private schools which are excluded from the public sponsorship and have disadvantages in geographical locations. Applying the ordered logistic model, this study specifically investigated the influential factors of school commuting travel mode. Household vehicle ownership and travel features (i.e., chauffeuring and home-school distance) have a much more significant role in school travel mode decisions, which largely surpassed the role individual demographic attributes and the school surrounding built environment play. The implications of this study shed light on making more specific strategies for private schools to mitigate mobility inequity imposed on disadvantaged students.

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Imai, Shinichi, Youichirou Ueno, and Kazunori Kajihara. "Implement a Program with Contents of Measurement and Control for Elementary School Science Classes." Journal of Robotics and Mechatronics 31, no. 3 (June 20, 2019): 434–40. http://dx.doi.org/10.20965/jrm.2019.p0434.

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In today’s day and age, we encounter a wide array of electronic devices such as personal computers, game machines, mobile phones, etc. in our daily life. Such devices are controlled through invisible sites. The measurement and control of these devices constitute such an essential technology for the modern society that they have to be formally studied at junior high school and beyond. To facilitate the smooth transition of students into the process of learning about such devices, education about them should preferably be introduced at the early stage of elementary school. However, that will make the elementary school’s curriculum too restrictive, as activities not described in the government course of studies cannot be implemented. In this study, therefore, we have implemented graduation work activities (teaching for measurement and control) in accordance with the government course of studies to teach science at elementary schools and have verified its effectiveness.

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Von Blum, Ruth. "Computer-simulated laboratory explorations for middle school life, earth, and physical Science." Journal of Science Education and Technology 1, no. 2 (June 1992): 121–34. http://dx.doi.org/10.1007/bf00694835.

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Ismailova, Nelli. "SCIENTIFIC SCHOOL "APPLIED GEOMETRY AND ENGINEERING GRAPHICS NAMES OF ANATOLIY PODKORYTOV"." APPLIED GEOMETRY AND ENGINEERING GRAPHICS, no. 100 (May 24, 2021): 34–36. http://dx.doi.org/10.32347/0131-579x.2021.100.34-36.

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The founder of the scientific school of applied geometry in Odessa was Anatoly Podkorytov, academician of the higher school of Ukraine, doctor of technical sciences, professor. During the scientific and pedagogical activity, A. Podkorytov prepared 15 candidates of technical sciences, 3 doctors of technical sciences. He was awarded the Order of the Badge of Honor, silver and bronze medals for the development of 5 automatic installations that were exhibited at the exhibition of achievements of the national economy, he was also awarded two government awards. A. Podkorytov is the author of 27 copyright certificates for inventions, more than 549 printed scientific and methodological works published in Ukraine and abroad. Among them are several textbooks and textbooks on sketching geometry, computer graphics, several monographs. A. Podkorytov edited inter-university scientific and methodological collections on textual geometry. Today, the head of the scientific school "Applied Geometry and Engineering Graphics" named after Anatoly Nikolayevich Podkorytov is his student, Academician of the Higher School of Ukraine, Doctor of Technical Sciences, Professor Ismailova Nellya. The basis of all research areas of the scientific school is applied mechanics, the main areas of scientific research are related to weapons and military equipment. Representatives of the scientific school are engaged in geometric modeling of technical forms and automation of their design process.

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Ádámkó, Éva. "Gamification in programming - A short introductory session in programming with online games." International Journal of Engineering and Management Sciences 3, no. 5 (December 10, 2018): 16–22. http://dx.doi.org/10.21791/ijems.2018.5.2.

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Nowadays computer science is a diversified discipline with a wide range of interdisciplinary applications. Because of that, teachers at primary or high schools unavoidably face the following problem: What are the most useful fields, topics and applications of computer science and programming, and how can we teach them to be motivating enough for a student from the Z generation. In this paper we give a possible answer for the question above by presenting a short introductory session in programming for students in primary and high school. Our primary aim with the above session is to motivate students to continue their studies in engineering higher education. We also present our experiences about two experimental classes here.

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Dianawati, Roswina, Lyau Nyan Myau, and Widiyanti Widiyanti. "DIGITAL GAME DEVELOPMENT AS A COMPUTER SCIENCE LEARNING TOOL FOR VOCATIONAL HIGH SCHOOL STUDENTS." Jurnal Teknik Mesin dan Pembelajaran 5, no. 2 (December 23, 2022): 89. http://dx.doi.org/10.17977/um054v5i2p89-100.

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Indonesia has a shortage of professionals in Information and Communications Technology (ICT). Therefore, to increase the pool of electrical experts who are also qualified in the field of computer science, it is necessary to boost interest in computer science at an early year of upper secondary level. The Game Based Learning (GBL) approach increased investment in computer science for vocational high school learners. The two-dimensional (2D) game named Jack into Woods (JIW) was developed to teach fundamental concepts of C++ programming and influence the view in the computer science fields of electrical engineering of vocational high school students. The research involved the instructional design procedure, particularly the ADDIE model, to build and observe the computer game prototype and whether the product contextually fulfills the feasible and practical standard. The quantitative research method study was used to analyze the measurement. A total of 4 experts, 32 students from the pilot study group and 64 students from the control and experiment groups, participated in the research. The data was collected from research participants through pre-test–post-test, and pre-survey–post-survey responses. The quantitative data was collected, and feasibility was analyzed using descriptive statistics. Although participants scored significantly different between experiment and control groups’ post-survey responses, the focus and control groups’ post-test performances were not significantly different.

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Alonso, María Teresa, Virginia Barba-Sánchez, María Teresa López Bonal, and Hermenegilda Macià. "Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education." Sustainability 13, no. 18 (September 19, 2021): 10445. http://dx.doi.org/10.3390/su131810445.

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In a setting that prioritises the achievement of Sustainable Development Goals (SDG), sustainable development cannot be achieved without the contribution of female talent. This paper is focused on studying the reasons for the gender gap and the offered strategies to reduce it. The debate on the reasons for the low enrolment rates of girls in technological degrees remains open in the literature. This study investigates the causes of why girls do not choose a computer engineering degree and makes a comparison between ex-ante (secondary school) and ex-post (higher education). Based on a survey of students from both secondary school (229) and higher education (171), a quantitative study on gender differences was performed. The chi-squared test was applied to compute the corresponding p-value. Gender significant differences concerning goals were found (such as, at secondary school, girls preferred to help people, whereas boys preferred to be rich or to have a lot of holidays), and degree preferences (secondary school girls showed great interest in degrees, such as psychology, criminology and medicine, while boys showed great interest in sports sciences and engineering). However, these differences cannot be attributed to the existence of gender stereotypes, to the poor social image of workers in that field, or to the goals to be achieved within this profession. Some proposals are offered to reduce the gap.

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Yurenkova, L. R., I. V. Morozov, D. A. Korobov, and D. T. Dzhodzhua. "End-to-end design training: from descriptive geometry to computer modeling of cutting tools." Glavnyj mekhanik (Chief Mechanic), no. 9 (July 28, 2021): 62–70. http://dx.doi.org/10.33920/pro-2-2109-06.

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Modern trends in the development of technology are based mainly on successful engineering activities. The combination of the most modern computer technologies and the traditions of using a pencil, drawing, drafts, and, of course, a living fruitful thought is a guarantee of the education of a genuine Engineer. On the one hand, educational technologies in engineering universities at the initial stage should be based, in our deep conviction, on school geometry. On the other hand, descriptive geometry and engineering graphics should contain examples for immersion in the chosen specialty. By order of the Ministry of Education and Science of the Russian Federation, engineering classes, in which lecturers of technical universities were involved, were organized 10 years ago in Moscow schools. The creation of engineering classes is caused by the need to instill in students an interest in the engineering profession. To successfully solve this problem, it is necessary to increase the level of students» knowledge in geometry and drawing. On the basis of these subjects, one should develop design skills and skills of using computer modeling tools. The result of this cooperation should be the involvement of schoolchildren to participate in competitions and olympiads. The Department of Engineering Graphics, Bauman Moscow State Technical University, has accumulated 30 years of experience in cooperation with specialized schools in order to develop students» interest in the engineering profession. The article provides an example of the introduction of a common cutting tool, i. e. a drill, which demonstrates the depth of engineering thought formed over a thousand-year history, into the educational process when studying geometry at school and descriptive geometry at a technical university. The drill as an object comprehensible to first-year students is used to provide the basic knowledge of descriptive geometry. In addition, the problem related to the improvement of the technology of end-to-end training throughout the course of obtaining an engineering education is touched upon.

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Yurenkova, L. R., I. V. Morozov, D. A. Korobov, and D. T. Dzhodzhua. "End-to-end design training: from descriptive geometry to computer modeling of cutting tools." Glavnyj mekhanik (Chief Mechanic), no. 9 (July 28, 2021): 62–70. http://dx.doi.org/10.33920/pro-2-2109-06.

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Modern trends in the development of technology are based mainly on successful engineering activities. The combination of the most modern computer technologies and the traditions of using a pencil, drawing, drafts, and, of course, a living fruitful thought is a guarantee of the education of a genuine Engineer. On the one hand, educational technologies in engineering universities at the initial stage should be based, in our deep conviction, on school geometry. On the other hand, descriptive geometry and engineering graphics should contain examples for immersion in the chosen specialty. By order of the Ministry of Education and Science of the Russian Federation, engineering classes, in which lecturers of technical universities were involved, were organized 10 years ago in Moscow schools. The creation of engineering classes is caused by the need to instill in students an interest in the engineering profession. To successfully solve this problem, it is necessary to increase the level of students» knowledge in geometry and drawing. On the basis of these subjects, one should develop design skills and skills of using computer modeling tools. The result of this cooperation should be the involvement of schoolchildren to participate in competitions and olympiads. The Department of Engineering Graphics, Bauman Moscow State Technical University, has accumulated 30 years of experience in cooperation with specialized schools in order to develop students» interest in the engineering profession. The article provides an example of the introduction of a common cutting tool, i. e. a drill, which demonstrates the depth of engineering thought formed over a thousand-year history, into the educational process when studying geometry at school and descriptive geometry at a technical university. The drill as an object comprehensible to first-year students is used to provide the basic knowledge of descriptive geometry. In addition, the problem related to the improvement of the technology of end-to-end training throughout the course of obtaining an engineering education is touched upon.

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Reyad, Passant, Tarek Sayed, Mohamed H. Zaki, and Shewkar E. Ibrahim. "School zone safety diagnosis using automated conflicts analysis technique." Canadian Journal of Civil Engineering 44, no. 10 (October 2017): 802–12. http://dx.doi.org/10.1139/cjce-2016-0586.

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School safety is a high priority for road safety agencies worldwide due to the growing concerns about student safety and emphasis on community livability. However, the lack of consistent data available at schools makes it challenging for engineers to understand the safety issues faced accurately. Traffic conflicts have been advocated in the literature as a surrogate safety measure due to the advantages it offers for road safety evaluations. This paper demonstrates the capability of automated traffic safety diagnosis at a school using computer vision techniques. The selected school is located in a residential area in the City of Edmonton, Alberta, and is on a main roadway in the neighbourhood. The age group of the school is from 5 to 16 years old (corresponding to Grade 1 to 9 respectively). Data are collected during the fall and winter terms. The severity and frequency of conflicts and traffic violations were analyzed to quantify the safety concerns. These concerns included driving violations, jaywalking violations as well as conflicts between pedestrians and vehicles as well as between vehicles and each other. Hourly and seasonal trends were observed and analyzed to assist in the selection of treatments and recommendations to improve the safety around schools. The results show that pedestrian safety has improved in winter due to lower vehicle speeds.

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Chang, Shu-Hsuan, Ai-Chiao Ku, Li-Chih Yu, Tsung-Chih Wu, and Bor-Chen Kuo. "A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 641–54. http://dx.doi.org/10.33225/jbse/15.14.641.

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One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students’ motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students’ hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students’ knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators. Key words: hands-on activities, STEM, Computer-Assisted Remedial Learning System, vocational high school.

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Janah, Nur Zahrati, Yeni Rokhayati, Dwi Ely Kurniawan, and Mufti Fathonah Muvariz. "Electronic School Books Dissemination Application for Batam Hinterland Schools." Advanced Science Letters 24, no. 12 (December 1, 2018): 9739–44. http://dx.doi.org/10.1166/asl.2018.13128.

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Cheng, Ching-Ching, and Kuo-Hung Huang. "STEREOTYPES AND TECHNOLOGY EDUCATION: DIFFERENT PERCEPTIONS OF COMPUTER CAREER AMONG ELEMENTARY SCHOOL STUDENTS." Journal of Baltic Science Education 15, no. 3 (June 25, 2016): 271–83. http://dx.doi.org/10.33225/jbse/16.15.271.

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Prior studies indicated that children’s images of science and engineering greatly influenced their attitude toward career choice. This study explored how elementary school students perceived computer professionals and computer job tasks. Sixty-four students attending computer camps in 2 cities participated in the study. The Draw-a-Scientist Test was employed and interviews were performed to collect and analyze student perceptions of computer professionals and computer job tasks. The results indicated that the students held contrasting perceptions of computer professionals. Although some students envisioned computer professionals with stereotypical characteristics, such as poor eyesight and unsociability, many students viewed computer professionals as people who were knowledgeable, mild tempered, and socially attractive. Moreover, students residing in different areas had conflicting perceptions of computer professionals because of personal experience with various types of computer professional. The results suggested that students did not stereotype computer careers according to gender, but female students exhibited a more negative attitude toward computer careers than did male students. To shape student views on computer jobs and career choices effectively, the researchers suggest providing students with learning opportunities in life contexts to understand the nature of computer professions. Key words: career perception, digital divide, gender studies, perception of computer scientists, science and technology education, urban-rural gap.

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Aldemir, Tugce, Ido Davidesco, Susan Meabh Kelly, Noah Glaser, Aaron M. Kyle, Bianca Montrosse-Moorhead, and Katie Lane. "Investigating Students’ Learning Experiences in a Neural Engineering Integrated STEM High School Curriculum." Education Sciences 12, no. 10 (October 14, 2022): 705. http://dx.doi.org/10.3390/educsci12100705.

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STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplinary field that brings together neuroscience, technology, and engineering. Through the implementation of the unit in a high school engineering design course, we asked how incorporating life sciences into an engineering course supported student learning and what challenges were experienced by the students and their teacher. To address these questions, we conducted an exploratory case study consisting of a student focus group, an interview with the teacher, and analysis of student journals. Our analysis suggests that students were highly engaged by the authentic and collaborative engineering design process, helping solidify their self-efficacy and interest in engineering design. We also identified some challenges, such as students’ lower interest in life sciences compared to engineering design and the teacher lacking a life sciences background. These preliminary findings suggest that neural engineering can provide an effective context to the integration of life sciences and engineering design but more scaffolding and teacher support is needed for full integration.

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Shimoto, Takeshi, Chika Miyamoto, and Takatoshi Umeno. "Development of the Biological Information Measurement System for STEM Education and High School/University Articulation." Journal of Robotics and Mechatronics 31, no. 4 (August 20, 2019): 594–602. http://dx.doi.org/10.20965/jrm.2019.p0594.

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Development of human resources in the field of science and technology is a necessity in the modern world. To encourage the development of the nation, it is important to educate forward-thinking engineers in cooperation with the education system, with the requirements of modern society as the background of their efforts. In Western countries, STEM (Science, Technology, Engineering, and Mathematics) education is provided as a national strategy for development, and this type of education is also spreading to Japan. On the other hand, in the context of high school/university articulation, it is argued that the abilities required by high schools, universities, and society are different from one another, and that it is necessary to inter-link them. Accordingly, comprehensive content that includes all levels, from primary to higher education, is required. On the basis of this background and the current problem of STEM education and high school/university articulation, this research aims to aid in the development of a curriculum and educational study materials through which the technology of universities could be integrated into high school classes. This report includes the development of educational study material on biological information systems because it reflects the features of the department to which the authors belong and there is already a lot of research on, and technology related to, biological information. Using the educational study material, we carry out an in-class practice session including task-oriented research at a high school with cooperation from a university and discuss the educational effect that results from it.

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Musiimenta, Angella, Wilson Tumuhimbise, Elly Bangumya, Aaron T. Mugaba, Robert Mugonza, Phionah Kobutungi, and Michael J. Nankunda. "Exploring the Gender Gap in Science, Technology, Engineering, and Mathematics (STEM), and Soft Skills, and Knowledge of Role of Models Among Students in Rural Uganda." Journal of Education and Development 3, no. 3 (December 14, 2019): 31. http://dx.doi.org/10.20849/jed.v3i3.621.

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Background: Globally, women’s representation in STEM fields remains significantly lower than that of men. Studies assessing the STEM gender gap in disadvantaged rural-based schools are lacking.Objective: To examine the gender differences in attitudes towards STEM and soft skills, and knowledge of role models among students of Nakivale secondary school in Nakivale refugee settlement, southwestern Uganda.Methods: We employed a cross sectional study design that administered pilot tested questionnaires to 111 secondary school students in Nakivale secondary school.Results: More girls than boys reported negative attitudes towards STEM. Both boys and girls demonstrated low attitudes towards the 21st century skills (such as goal setting, leadership skills, team work skills, time management and computer/internet skills), low intentions of pursuing STEM-related subjects in future, as well as limited exposure to STEM role models.Implication: Interventions to address girls’ negative attitudes towards STEM, improve students’ 21st century skills, develop students’ interest in STEM subjects/careers, and link students to role models are urgently needed especially in marginalized areas such as refugee settlements.

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Borrego, Carlos, Cristina Fernández, Ian Blanes, and Sergi Robles. "Room escape at class: Escape games activities to facilitate the motivation and learning in computer science." Journal of Technology and Science Education 7, no. 2 (June 7, 2017): 162. http://dx.doi.org/10.3926/jotse.247.

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Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

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Bradlow, Ann, Jennifer Cole, and Matthew Goldrick. "Graduate studies in acoustics at Northwestern University." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A122. http://dx.doi.org/10.1121/10.0015751.

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Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory & Cognition (in the Bienen School of Music), and Otolaryngology (in the Feinberg School of Medicine). In addition, The Knowles Hearing Center involves researchers and labs across the university dedicated to the prevention, diagnosis and treatment of hearing disorders. Acoustics research topics across the university include speech perception and production across the lifespan and across languages, dialects and socio-indexical properties of speech; sound art and design; social and cultural history of the sonic world; machine processing of music; musical communication; auditory perceptual learning; auditory aspects of conditions such as concussion, HIV, and autism; neurophysiology of hearing; and the cellular, molecular, and genetic bases of hearing function. We invite you to visit our poster to learn more about the “sonic boom” at Northwestern University!

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Seitakhmetova, Zh, and G. Mukhtarkhanova. "ANALYSIS OF THE COMPETENCE-BASED APPROACH OF THE SCHOOLS’ CURRICULUM OF THE REPUBLIC OF KAZAKHSTAN: DIGITAL COMPETENCES." National Association of Scientists 2, no. 75 (February 1, 2022): 34–38. http://dx.doi.org/10.31618/nas.2413-5291.2022.2.75.559.

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This article presents a qualitative analysis of the content of educational curricula for the presence of elements of a competency-based approach with an emphasis on the development of digital competence of students. As an object of study, educational programs and mid-term plans of senior classes in the subjects of computer science (as a specific subject) and mathematics (as a general education subject), implemented in schools of the Republic of Kazakhstan in the 2020-2021 academic year, were chosen. The results of the analysis show the need to develop a digital competence framework for high school students, which could specify the types and components of digital competence and become a guideline for planned revisions of the content of educational programs in high school.

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Edwards, Thomas G. "Some Big Ideas of Algebra in the Middle Grades." Mathematics Teaching in the Middle School 6, no. 1 (September 2000): 26–31. http://dx.doi.org/10.5951/mtms.6.1.0026.

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Without question, mathematics in general, and algebra in particular, have served as “gatekeepers” to the study of other academic fields, such as engineering, the physical sciences, computer science, and medicine, as well as to increased vocational opportunities in technical support fields. As a result, middle school teachers have felt increased pressure both to teach algebraic concepts directly and to develop mathematical concepts in ways that will support students' formal study of algebra in the future. A recent call for manuscripts in Mathematics Teaching in the Middle School noted that “the rate of students' success with this subject has been linked to the careful, planned development of algebra as a way of thinking about and modeling various phenomena at every grade level” (NCTM 1999). Such a careful, planned development requires clearly identifying the “big ideas” of algebra that are appropriate to middle school.

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Tanaka, Motoshi. "Tanaka-Muroga Laboratory, Electrical and Electronic Engineering Course, Department of Mathematical Science and Electrical-Electronic-Computer Engineering, Graduate School of Engineering Science, Akita University." Journal of The Japan Institute of Electronics Packaging 24, no. 7 (November 1, 2021): 684. http://dx.doi.org/10.5104/jiep.24.684.

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Major, Stepan, Marie Hubálovská, and Roman Loskot. "Alternative Forms of Laboratory Teaching during the Lockdown Period Caused by the COVID-19 Pandemic." International Journal of Information and Education Technology 12, no. 11 (2022): 1737–47. http://dx.doi.org/10.18178/ijiet.2022.12.11.1731.

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This article deals with problematics of laboratory learning in the state of total lockdown of educational institutions which was caused by COVID-19 pandemic. Schools in the Czech Republic have been operating in a special regime for more than a year, when most students and pupils cannot directly participate in school teaching, which results in significant changes in the way teaching is organized. There is a significant application of various forms of e-learning and schools use the concept of blended learning, however, practical teaching in laboratories and workshops was particularly hard hit. When replacing student experimental work in laboratories, teaching with the help of virtual laboratories is the strongest. Due to the general irreplaceability of real physical experience of pupils, various combined forms of teaching are used, where only a part of pupils work in the school, so as to minimize the risk of spreading the infection, but these pupils take turns in laboratories. Furthermore, some teachers try to design students' home experiments, in the implementation of which the principles of design-based learning and project-based learning are strongly applied. In this article, substitute teaching of laboratories in subjects such as physics, chemistry or electrical engineering in schools is mapped and evaluated, special emphasis is placed on high schools with curriculum focused towards technics and engineering. It is in these schools that the approach to teaching known as design-based learning is very well applied and the students of some selected schools were able to work on home experiments. It was this form of substitute teaching that proved to be the most effective.

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Buffum, Philip Sheridan, Megan Frankosky, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, and James C. Lester. "Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science." Computing in Science & Engineering 18, no. 2 (March 2016): 18–28. http://dx.doi.org/10.1109/mcse.2016.37.

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Ramakrishna, B. L., A. Razdan, J. Sun, E. Ong, and A. A. Garcia. "Interactive Nano Visualization for Science and Engineering Education-Scanning Probe Microscope on the Web." Microscopy and Microanalysis 4, S2 (July 1998): 46–47. http://dx.doi.org/10.1017/s1431927600020353.

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The integration of nano-science and technology concepts into upper-division high school and lower-division college curricula will require innovative educational approaches that will help students understand the structures and properties of matter on a scale below 100 nanometers, i.e., the nanoscale. This Interactive Nano-Visualization in Science and Engineering Education (IN-VSEE) project will create a consortium of university and industry researchers, community college and high school science faculty, computer scientists and museum educators with a common vision of creating an interactive World Wide Web (WWW) site to develop a new educational thrust based on remote operation of advanced microscopes and nanofabrication tools coupled to powerful surface characterization methods. The centerpiece of this project is the web-based operation of the revolutionary scanning probe microscope (SPM), which has evolved rapidly into a relatively simple, yet powerful, technique capable of imaging and manipulating materials at resolutions down to the atomic scale.

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Hoffmann, Leah. "Bringing stability to wireless connections." Communications of the ACM 64, no. 2 (January 25, 2021): 120. http://dx.doi.org/10.1145/3441293.

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Istiningsih, Istiningsih. "Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 103–16. http://dx.doi.org/10.18844/wjet.v14i1.6642.

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To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

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Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

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Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is available online at: http://biologija.fnm.uni-mb.si/index.php?option=com_content&view=article&id=55&Itemid=7&lang=en

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Prato, Stephanie C. "Beyond the Computer Age: A Best Practices Intro for Implementing Library Coding Programs." Children and Libraries 15, no. 1 (March 8, 2017): 19. http://dx.doi.org/10.5860/cal.15n1.19.

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At the Fayetteville Free Library (FFL), we are working to develop a comprehensive plan for supporting computer science education and coding for every age through the public library’s informal learning platform.We introduce young children to programming logic, we teach elementary and middle school children coding languages, and we support adults in skill building and career shifts. In January 2016, President Obama announced the “Computer Science for All” initiative, which identified STEAM (science, technology, engineering, and math) learning and computer science as national priorities for all age groups.

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Baboshina, A. V., and P. A. Kornilov. "About the system of games in teaching high school students algorithms and mathematical structures." Informatics in school 1, no. 8 (December 3, 2021): 18–24. http://dx.doi.org/10.32517/2221-1993-2021-20-8-18-24.

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The article considers the issue of increasing the motivation of students to study computer science and mathematics by introducing gamifcation elements into the educational process. Special attention is paid to the possibility of introducing computer games into the educational process as part of extracurricular activities in computer science. A brief overview of the training software environment developed by the authors is given, containing a set of paired fnite mathematical games ("Determinant", "24 cards", "Even", "The Bachet's game", "The Bergson's matches", "The Kayles' game", "Nim"). The authors indicate the possibility of using the developed system of games to prepare students for the state fnal certifcation in computer science in the 11th grade. The main approaches to solving the games listed above, as well as their applications for determining the winning strategies of some other games, are considered. In conclusion, the rationale for the expediency of using the developed educational software environment is given.

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Melo, Elvis, Ivanovitch Silva, Daniel G. Costa, Carlos M. D. Viegas, and Thiago M. Barros. "On the Use of eXplainable Artificial Intelligence to Evaluate School Dropout." Education Sciences 12, no. 12 (November 22, 2022): 845. http://dx.doi.org/10.3390/educsci12120845.

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The school dropout problem has been recurrent in different educational areas, which has reinforced important challenges when pursuing education objectives. In this scenario, technical schools have also suffered from considerable dropout levels, even when considering a still increasing need for professionals in areas associated to computing and engineering. Actually, the dropout phenomenon may be not uniform and thus it has become urgent the identification of the profile of those students, putting in evidence techniques such as eXplainable Artificial Intelligence (XAI) that can ensure more ethical, transparent, and auditable use of educational data. Therefore, this article applies and evaluates XAI methods to predict students in school dropout situation, considering a database of students from the Federal Institute of Rio Grande do Norte (IFRN), a Brazilian technical school. For that, a checklist was created comprising explanatory evaluation metrics according to a broad literature review, resulting in the proposal of a new explainability index to evaluate XAI frameworks. Doing so, we expect to support the adoption of XAI models to better understand school-related data, supporting important research efforts in this area.

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Zyda, Michael, David Pratt, John Falby, Paul Barham, and Kristen Kelleher. "NPSNET and the Naval Postgraduate School Graphics and Video Laboratory." Presence: Teleoperators and Virtual Environments 2, no. 3 (January 1993): 244–58. http://dx.doi.org/10.1162/pres.1993.2.3.244.

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The Naval Postgraduate School Networked Vehicle Simulator IV (NPSNET-IV) is a low-cost, student-written, real-time networked vehicle simulator that runs on commercial, off-the-shelf workstations (the Silicon Graphics IRIS family of computers). NPSNET-IV has been developed at the Naval Postgraduate School's (NPS) Department of Computer Science in the Graphics and Video Laboratory. It utilizes Simulation Network (SIMNET) databases and SIMNET and Distributed Interactive Simulation (DIS) networking formats. The DIS networking format is flexible enough to allow multiple players to game over the Internet. The availability of NPSNET-IV lowers the entry costs of researchers wanting to work with SIMNET, DIS, and follow-on systems. Without the contributions of the department's M.S. and Ph.D. candidates, the NPSNET project would be impossible to maintain and continue. The diversity of their interests accounts for the broad range of research areas within the project.

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Le Thi Thu, Huong, Trung Tran, Thao Trinh Thi Phuong, Trinh Le Thi Tuyet, Hoang Le Huy, and Thuy Vu Thi. "Two Decades of STEM Education Research in Middle School: A Bibliometrics Analysis in Scopus Database (2000–2020)." Education Sciences 11, no. 7 (July 14, 2021): 353. http://dx.doi.org/10.3390/educsci11070353.

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STEM education has become important in many countries around the world. STEM education can begin while students are very young. However, earlier research has shown that one of the most important factors influencing the decision on scientific research selection is the middle school science classes. In this research, we extract database from Scopus to evaluate the scientific results of publications in the field of STEM education in middle school in the period 2000–2020. A data set of 272 academic papers was indexed to monitor the development of this field by Scopus. The results of the quantitative analysis showed that researches on STEM education in middle schools have boomed in the last 5 years, mainly in the USA. The trend of research collaboration in the field of STEM education in middle schools is not strong. The research topics are quite diverse, focusing on a number of issues: gender, engineering education, curriculum, etc. This study has some limitations, including that only data from the Scopus database were selected and manually filtered, so our analyses totally depended on the quality of the input information imported from the Scopus database.

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Veenstra, Marjolein, and Iris F. A. Vis. "School timetabling problem under disturbances." Computers & Industrial Engineering 95 (May 2016): 175–86. http://dx.doi.org/10.1016/j.cie.2016.02.011.

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Smith, N. "Interview: Katie Atkinson: Dean of the School of Electrical Engineering, Electronics and Computer Science, University of Liverpool." Engineering & Technology 16, no. 4 (May 1, 2021): 87–94. http://dx.doi.org/10.1049/et.2021.0420.

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Mylova, I., and E. Lukicheva. "Advanced Training of Teachers of Mathematics and Computer Science on the Basis of a Team Approach to Eliminate Methodological Defi ciencies in the Implementation of a Criteria-Based Assessment of Students’ Educational Achievements." Profession-Oriented School 9, no. 6 (January 18, 2022): 31–36. http://dx.doi.org/10.12737/1998-0744-2021-9-6-31-36.

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The widespread introduction of a criterion system for evaluating the educational results of schoolchildren is an actual and significant direction of the development of domestic education. The article is devoted to the problem of eliminating methodological deficits of teachers in the development of criteria assessment tools for the current control of subject results of teaching mathematics and computer science in primary and high school. The article describes the method of organizing advanced training of teachers of mathematics and computer science on the basis of a team approach that contributes to the practical implementation of the intra-school system of current control of students ' academic achievements on a criterion basis. The article presents an approach to the implementation of an additional professional training program for teachers of mathematics and computer science on the basis of "team training", focused on the development of professional skills necessary for conducting procedures for the current control of subject learning outcomes, the Department of Mathematical Education and Computer Science of St. Petersburg Academy of Postgraduate Pedagogical Education.

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Ribeiro, Filipe L., Paulo X. Candeias, António A. Correia, Alexandra R. Carvalho, and Alfredo Campos Costa. "Risk and Resilience Assessment of Lisbon’s School Buildings Based on Seismic Scenarios." Applied Sciences 12, no. 17 (August 27, 2022): 8570. http://dx.doi.org/10.3390/app12178570.

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The safety and resilience of school buildings against natural disasters is of paramount importance since schools represent a reference point for communities. Such significance is not only related to the direct consequences of collapse on a vulnerable part of the population, but also due to the importance of schools in the post-disaster recovery. This work is focused on the risk and resilience assessment of school buildings in Lisbon (Portugal) under seismic events. The results of this study, in which a subset of 32 schools are analyzed, are used to define a prioritization strategy to mitigate the seismic risk of the Lisbon City Council school building portfolio and to assess the overall resilience of the school network. Numerical modeling of the school buildings is performed in order to estimate losses in terms of the built-up area of the schools and recovery times associated with different seismic scenarios, which are probabilistically defined specifically for the sites of the buildings, accounting for the local soil conditions and associated amplification effects. Based on the obtained risk estimates, which are compared to reference values established on international guidelines and specialized literature, the Lisbon City Council and LNEC jointly defined a short- and medium-term risk mitigation plan, starting with a detailed inspection and assessment of the most vulnerable school buildings and continuing to the implementation of retrofitting measures.

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Journal articles on the topic 'School: School of Engineering and Computer Science'

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