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

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.

As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students’ learning in relation to science and digital technology, teacher–researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more “science capabilities” (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: “Can humans live on Mars?” The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.

AbstractUsing an example of a grade 3 science unit about population changes during competition for resources, we describe how we integrated computational thinking (CT) into existing curriculum identifying three levels of depth of integration: identifying connections that already exist, enhancing and strengthening connections, and extending units to include activities that more explicitly develop students’ CT. We discuss students’ understanding of the relationship between a simple model of an ecosystem and the actual phenomenon it represents, their engagement with the unit’s data-gathering and data analysis activities, their ability to engage in sense-making regarding data they generated and analyzed, and how collectively the study supports their understanding of the complex system. This example module is part of “Broadening Participation of Elementary School Teachers and Students in Computer Science through STEM Integration and Statewide Collaboration,” a National Science Foundation-funded collaboration among Massachusetts teacher educators, researchers, teachers, and state-level education administrators that developed and implemented a number of elementary grade, CT-integrated science and mathematics curriculum modules. Collectively, these modules are designed to develop practices related to several key CT topics: abstraction, data, modeling and simulation, and algorithms. These CT topics support the development of core skills related to, but not exclusively the domain of, computer science. The strategy of integrating CT into core elementary STEM subject areas was intended to cultivate CT practices in support of science learning.

In mathematics education, technology offers many opportunities to enrich curricular contents. Plane symmetries is a topic often skipped by primary teachers. However, it is important and may be worked in attractive ways in dynamic geometry software environments. In any regular classroom there are students with different levels of mathematical attainment, some needing easy tasks while others, particularly mathematically-gifted students, need challenging problems. We present a teaching unit for plane symmetries, adequate for upper primary school grades, implemented in a fully interactive electronic book, with most activities solved in GeoGebra apps. The book allows student to choose which itinerary to follow and attention is paid to different levels of students’ mathematical attainment. The research objective of the paper is to make a networked analysis of the structure and contents of the teaching unit based on the Van Hiele levels of mathematical reasoning and the levels of cognitive demand in mathematical problem solving. The analysis shows the interest of networking both theories, the suitability of the teaching unit, as the Van Hiele levels and the cognitive demand of the activities increases, and its usefulness to fit the needs of each student, from low attainers to mathematically-gifted students.

Energy management and the application of energy consumption reduction methods is high on the priority list of South Africa’s electrical supply utility, Eskom. One of Eskom’s Demand Side Management (DSM) recovery plan steps was the establishment of a subsidy programme for energy auditing and energy efficient lighting. A need arose to implement new lighting designs and to improve existing lighting systems. These improved lighting systems are used as recommendations in Energy Audits to achieve lighting efficiency and energy consumption reduction. It also highlights and promotes cost effective designs and energy management. New and better lighting methods are developed and researched to increase returns, domestically and in industry. This also highlights the importance of energy consumption reduction. This paper also discusses an Energy Audit conducted at a school in Worcester by the Service Learning and Development (SLD) unit of the Cape Peninsula University of Technology, Electrical Engineering Department in Bellville. The SLD delivers a service to the community, to improve their standard of living and to provide training to electrical engineering students. The aim of the project was to recommend energy consumption reduction methods.

Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. In this case study, eight teacher-developed STEM PBI curriculum units for grades 1–8 were analyzed using content analysis methods. Each unit was scored for integrated STEM and PBI quality. Findings highlight strengths related to an authentic context for learning, opportunities for communication, and the development of a final product that is shared publicly. However, weaknesses were also apparent related to STEM content integration and learning goals, student voice and choice, assessment, and organization. Notably, the content analysis also illustrated that the units developed for elementary grades (1 and 5) were generally stronger than those units developed for middle-school grades (7 and 8). Implications for practice and future research are discussed.

Purpose The following paper is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry engineer-turned successful innovator and leader, regarding the challenges of bringing technological discoveries to fruition. The paper aims to discuss these issues. Design/methodology/approach The interviewee is Gianmarco Veruggio who is responsible for the Operational Unit of Genoa of the Italian National Research Council Institute of Electronics, Computer and Telecommunication Engineering (CNR-IEIIT). Veruggio is an early pioneer of telerobotics in extreme environments. Veruggio founded the new applicative field of Roboethics. In this interview, Veruggio shares some of his 30-year robotic journey along with his thoughts and concerns on robotics and society. Findings Gianmarco Veruggio received a master’s degree in electronic engineering, computer science, control and automation from Genoa University in 1980. From 1980 to 1983 he worked in the Automation Division of Ansaldo as a Designer of fault-tolerant multiprocessor architectures for fail-safe control systems and was part of the development team for the new automation of the Italian Railway Stations. In 1984, he joined the CNR-Institute of Naval Automation (IAN) in Genoa as a Research Scientist. There, he worked on real-time computer graphics for simulation, control techniques and naval and marine data-collection systems. In 1989, he founded the CNR-IAN Robotics Department (Robotlab), which he headed until 2003, to develop missions on experimental robotics in extreme environments. His approach utilized working prototypes in a virtual lab environment and focused on robot mission control, real-time human-machine interfaces, networked control system architectures for tele-robotics and Internet Robotics. In 2000, he founded the association “Scuola di Robotica” (School of Robotics) to promote this new science among young people and society at large by means of educational robotics. He joined the CNR-IEIIT in 2007 to continue his research in robotics and to also develop studies on the philosophical, social and ethical implications of Robotics. Originality/value Veruggio led the first Italian underwater robotics campaigns in Antarctica during the Italian expeditions in 1993, 1997 and 2001, and in the Arctic during 2002. During the 2001-2002 Antarctic expedition, he carried out the E-Robot Project, the first experiment of internet robotics via satellite in the Antarctica. In 2002, he designed and developed the Project E-Robot2, the first experiment of worldwide internet robotics ever carried out in the Arctic. During these projects, he organized a series of “live-science” sessions in collaboration with students and teachers of Italian schools. Beginning with his new “School of Robotics”, Veruggio continued to disseminate and educate young people on the complex relationship between robotics and society. This led him to coin the term and propose the concept of Roboethics in 2002, and he has since made worldwide efforts at dedicating resources to the development of this new field. He was the General Chair of the “First International Symposium on Roboethics” in 2004 and of the “EURON Roboethics Atelier” in 2006 that produced the Roboethics Roadmap. Veruggio is the author of more than 150 scientific publications. In 2006, he was presented with the Ligurian Region Award for Innovation, and in 2009, for his merits in the field of science and society, he was awarded the title of Commander of the Order of Merit of the Italian Republic, one of Italy’s highest civilian honors.

It is difficult to make an evaluation based solely on whether programming has been achieved. However, appropriate evaluation according to the achievement level leads to learners’ subjective programming learning, and to learning support that corresponds to individuals. Therefore, the quantitative evaluation of programming learning is as important as teaching and educational methods. Since programming education is being introduced to elementary and junior high schools, a programming evaluation method for this age is necessary. Therefore, this paper proposes a new concept of quantitatively evaluating the degree of achievement of tasks by programming. It assumes a unit in junior high school technology classes for learning measurement control, and uses teaching materials that have an autonomous cleaning robot as a theme. It is aimed at quantitatively evaluating the degree of accomplishment of a task by evaluating the extent to which the robot ran in a field, as seen in the room from a still picture taken multiple times.

This work reports the incorporation result of a Work Integrated Learning (WIL) Program in the two-years master's degree in Instrumentation and Metrology Engineering (MEIM) held at the School of Engineering, Polytechnic of Porto (ISEP). The procedure developed to find internships in industrial companies and institutions, which have needs for engineers in the areas of instrumentation and metrology is displayed. The authors also present the information on the situation of students that, by the end of the first academic year, could get enrolled in the curricular unit Dissertation/Project/Professional Training (opting either for a professional internship in a company or by a research project conducted in ISEP laboratories). In order to understand the benefits and impact of a WIL program, from a student perspective, students were asked to answer a questionnaire. Lastly, the results achieved during the study period are presented, including the student reported outcomes (from the questionnaire), as well as the informal feedback from students and companies' supervisors. The good results achieved, regarding the development of theoretical-practical competencies as well as generic or soft skills, during the master's, were also confirmed by the fact that students are hired by the companies to continue their work after the end of professional training.

The objective is to study the evolution of different characteristics of a population through time. These response variables may be related for each experimental unit, and in addition, the observations for each response may as well be correlated with time, producing a complex correlation structure. The number of responses that can be observed is usually limited for budget, resources, or time reasons, and thus the selection of the most informative time points when data must be taken is quite convenient. This will be performed by using the optimal design of experiments techniques. Some analytical results will be shown, and the results will be applied to obtain the most convenient points when tests about two variables related with the capability of the resolution of mathematical problems in primary school students should be performed.

This article is derived from the research project and developed at School of Computer Sciences of the National Polytechnic Institute of Mexico. The article reports on the problems found among engineering students with respect to their resistance to using different representation registers when solving optimization problems in the Calculus Learning Unit. Use of such registers could help the students to build mathematics knowledge and to solve calculus problems. As a didactic strategy, simulations are used in an electronic environment in order to support the students by fostering their use of tabular, graphical and algebraic representation registers. Interviews are undertaken of six of the professors who gave the calculus courses, and a diagnostic questionnaire was applied to 68 students prior to and after working with the proposal. As for the theoretical framework, the work reported by Duval and Hitt is salient in this report, particularly their emphasis of the fact that working on activities by way of one single representation system is not sufficient. From the first responses provided by the students, one can conclude that the algebraic register is preferred by the majority of students. It is however used in a mechanical fashion without affording any meaning to the content of the problem and to the process of solving it. Another conclusion reported is that implementing tasks in the classroom in which the mathematics activity requires coherent use of different representations is necessary

Computational Thinking (CT) is a set of logical-operational cognitive skills or processes of reasoning, based on Computer Science. Abstraction, pattern recognition, algorithmic reasoning, and decomposition are examples of some of these skills that form the four pillar of CT. Some researchers have considered these skills as useful, and even mandatory to to cognitive development of the schoolchildren. In this paper, we present practical aspects and the possible contributions of CT in the development of competence of reading and interpreting English texts. Didactic interventions were carried out in high school classes of a public school, supported by the Bring Your Own Device (BYOD) approach, in which the students used their own smartphones. During these interventions, the students developed concept maps and podcasts, performed online exercises and the traditional exam, all of that composed the set of evaluation instruments. It was possible to understand that the CT skills are intrinsically present and contributed to the development of the reading and writing skills in English. According to testimonials, we highlight that the BYOD approach provided new conceptions and perspectives on the use of electronic equipment in function of the students’ learning.ResumoO Raciocínio Computacional (RC) é um conjunto de habilidades ou processos cognitivos lógico-operacionais de raciocínio, fundamentadas na Ciência da Computação. Abstração, reconhecimento de padrões, raciocínio algorítmico e decomposição são exemplos de algumas dessas habilidades que formam os quatro pilares do RC. Alguns pesquisadores consideram essas habilidades úteis, e até mesmo fundamentais, para o desenvolvimento cognitivo dos estudantes. Nesse sentido, este relato de experiência tem por objetivo apresentar aspectos práticos e possíveis contribuições do RC no desenvolvimento da competência de leitura e interpretação de textos de diferentes naturezas na disciplina de língua inglesa. Para isso, realizaram-se intervenções didáticas em uma turma do ensino médio de uma escola pública, apoiadas na abordagem Bring Your Own Device ou, simplesmente, BYOD, em que os estudantes usaram seus próprios aparelhos celulares. Durante o desenvolvimento das intervenções, os estudantes construíram mapas conceituais e podcasts, realizarem exercício online e a tradicional prova, os quais compuseram o conjunto de instrumentos avaliativos do bimestre. Por meio dessas intervenções, foi possível identificar como as habilidades do RC estiveram intrinsecamente presentes e contribuíram para o desenvolvimento da competência de leitura e escrita em língua inglesa, elencada pelos Parâmetros Curriculares Nacionais. Conforme relatos, além da articulação didática com o RC, a abordagem BYOD proporcionou à professora e aos estudantes novas concepções e perspectivas sobre o uso de equipamentos eletrônicos em função da aprendizagem deles mesmos.Palavras-chave: Raciocínio computacional, Ensino de inglês, Mobile learning, Educação em computação.Keywords: Computational thinking, English teaching, Mobile learning, Computer science education.ReferencesALBERTA Education. School Technology Branch. Bring your own device: a guide for schools. 2012. Disponível em:http://education.alberta.ca/admin/technology/research.aspx. Acesso em: 01 fev. 2017.ALLAN, Walter; COULTER, Bob; DENNER, Jill; ERICKSON, Jeri; LEE, Irene; MALYN-SMITH, Joyce; MARTIN, Fred. Computational thinking for youth. White Paper for the ITEST Learning Resource Centre na EDC. Small Working Group on Computational Thinking (CT), 2010. Disponível em: http://stelar.edc.org/publications/computational-thinking-youth. Acesso em: dez 2017.ARAÚJO, Ana Liz; ANDRADE, Wilkerson; GERRERO, Dalton Serey. Pensamento Computacional sob a visão dos profissionais da computação: uma discussão sobre conceitos e habilidades. In: Anais dos Workshops do VI Congresso Brasileiro de Informática na Educação. v. 4, n 1, 2015. p. 1454-1563.ARMONI, Michal. Computing in schools: On teaching topics in computer science theory. ACM Inroads, v. 1, n. 1, p. 21-22. 2010. DOI=http://dx.doi.org/10.1145/1721933.1721941BARBOSA, Márcio Lobo; ALVES, Álvaro Santos; JESUS, José Carlos Oliveira; BURNHAM, Teresinha Fróes. Mapas conceituais na avaliação da aprendizagem significativa. In: Anais do XVI Simpósio Nacional de Ensino de Física, v. 14, 2005, p. 1-4.BELL, Tim; WITTEN, Ian; FELLOWS, Mike. Ensinando Ciência da Computação sem o uso do computador. Computer Science Unplugged, 2011.BOCCONI, Stefania; CHIOCCARIELLO, Augusto; DETTORI, Giuliana; FERRARI, Anusca; ENGELHARDT, Katja. 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This research investigated the effectiveness of the mock-up innovation as instructional material for teaching among the third-year automotive technology students at Bukidnon State University, Malaybalay, Bukidnon, during the first semester of the school year 2018-2019. It highlighted the profile of the students considering: academic status (e.g. regular, irregular); program status (e.g. first course, second course); unit load; family income and size; and major subjects. It also evaluated the pre-test and post-test scores in written and practical examinations on the topics of Test and Repair Wiring/AVR Charging Systems; Test and Repair Wiring/IC Charging Systems; and Servicing Car Batteries, as well as their performance during activities and simulations. External evaluations in written and practical examinations were also done on the 3 topics. Finally, it assessed the effects or influence of all the input and process variables on the output variables of the study with the outcome of a trainer model on a Project Development for the Instructional Trainer Innovation for Automatic Voltage Regulator and Integrated Circuit Charging System. A descriptive research method was used, employing the survey questionnaire and written and practical examinations, to gather the data. Findings revealed the academic and socio-economic profile of the respondents; the results of the pre-and post-test in the written and practical evaluation on the 3 topics where improvements in scores are seen in the post-tests after the utilization of the Trainer Model as instructional materials. However, there were no significant effects of the input variables on the written and practical scores of the respondents.

The emergence of the online media environment has made the social environment faced by contemporary students more complicated. How to adapt to the rapid development of the network media environment, correctly grasping yourself in the complicated network world, not indulging in the network, is one of the focuses of many families and schools. As a media environment, the network has the advantages of rapid dissemination, large amount of information, strong interactivity, and rapid release. Especially through the integration with traditional media and new mobile media, it has become an important source of people’s access to massive information. It has had a profound impact. For college sports health science, how to guide students to use online sports health resources for independent learning is an important topic in the reform of college sports health education in the new era. How the university sports health science under the Internet environment can help the development goals of the healthy China in the new era becomes the theoretical problem of the in-depth study of sports health care in colleges and universities in China. This paper studies the optimization and implementation of the teaching principles of sports health in the Internet era. It integrates all the teaching principles of sports health since the reform and opening up and then produces questionnaires. The professors of the teaching of health education are the subjects of the survey. They conducted three rounds of questionnaire survey on the integrated teaching principles of 51 sports health education and analyzed the statistics of each round by mathematical statistics and logic analysis. After the logic unit consumption optimization, the microprocessor performance has been greatly improved and the critical path delay performance optimization maximum value has been increased from 4.69 to 8.24.

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

A human being can carry on his activities flexibly in his three-dimensional environment by grasping and judging objects and various situations in the external world through his senses. Of these senses, the visual sense plays the most important role. And almost all the processing of visual information is carried out by the brain, just as the saying, ""The eye is a branch of the brain,"" goes. We see things not with the eye but rather with the brain. The mechanism of information processing inside the brain is an ultimately fine example of an information system, and in recent years, attention has increasingly been paid to the elucidation of this mechanism among information scientists as well as information processing engineers. In the past, studies on the visual function have been carried out and developed energetically by neuro-physiologists and anatomists, as well as by psychologists and psycho-physicists. In recent years, new research techniques and measurement methods have been developed and refined and, so, past knowledge has been corrected or new discoveries made; for this reason, it is now _ cnsidered necessary to carry out studies from new standpoints, including ng information science and other scientific fields. It is desired that automatic systems, such as robots and the like, be also equipped with a visual system corresponding to the human visual sense. Studies on the artificial realization of visual functions and their applications, which started roughly in the latter half of the 1960s, were concerned, at the initial stages, with the reading of characters and figures as pattern recognition and image processing. After that time, various fields of research have been formed and developed, such as image understanding as well as robot vision and computer vision as visual systems for intelligent robots. From about 1985, research called ""Shape from X"" based on computational vision by Marr1) has been carried out actively. Recently, however, the research in this field has collide with a mysterious wall, and has therefore been somewhat in a stagnant state. For this reason, a new breakthrough is strongly desired just about now. In order to make clear the true nature of this wall and bring about a breakthrough, this special issue concerning ""new development of vision systems"" has been planned with the view to constructing a new paradigm in the artificial realization of visual functions, such as computer vision, etc., and their applications. It is our wish that progress be made not only in the construction of a new paradigm for promoting themes and studies in robot vision, stereo vision, etc., including recent knowledge and simulation of the human visual system, but also in research and development work with future research advances taken into account. Now, the present author would like to reminisce about research situations in this field at about the time when he was a student. In the latter half of the 1960s, the automatic reading of marks and characters under the name of pattern recognition was being pushed forward as a national project. It was around that time that an automatic zip code reading system was created. And, attempts were started on image processing and on intelligent robots furnished with a visual capability. A little before that time, efforts had been seen to learn and apply the mechanisms of living creatures in engineering fields, such as cybernetics, bionics,etc., with the result that studies using animals have been carried out in earnest. At that time, a large number of cats, rabbits, and others were forced to cooperate (?) in a sacrificial and devoted way as ""volunteers(?)"" in studies by engineers. At about the time when the enthusiasm for this bionics cooled off, the present author as a graduate school student was fortunate enough to pay a visit at national research institute which was playing a leading role in research on robots and pattern recognition in Japan. An image-acquiring device based on a TV camera, which can be obtained cheaply nowadays, was priced at that time at more than several million yen in spite of its slow input speed (taking a dozen or so minutes for inputting a single image) and low performance. At that time, there were only a handful of universities and research institutes which were in possession of an image-acquiring device using a TV camera. For this reason, a stereo vision system equipped with a pair of TV cameras was considered a dream beyond a dream. The research who was giving a tour at that time said by way of an explanation, ""If another TV camera image acquiring device were available, it would be possible to realize a stereo vision system capable of recognizing three-dimensional objects through binocular stereo viewing, but we have been able to purchase only a single unit due to a low budget and a high cost of the unit."" At that time, the author, who was also interested in stereo vision in connection with the development of ""a system for generating solid figures from three-dimensional drawings""2), had been convinced that binocular stereo viewing was not such a simple topic. For this reason, this arrogant student was audacious enough to ask, ""I think that the use of two TV cameras will make possible the input of a pair of two-dimensional pictures but will not lead to the realization of stereo vision, so do you have any new idea?"" Incidentally, it is now possible to obtain a device that costs only a 200th of the price charged at that time but has a level of performance (input speed) more than 200 times as high as before. In the case of computers, too, the performance has improved dramatically, and the price has become remarkably cheaper. From the situation as existed at that time, today's situation appears totally to be a dream, and is one in which stereo vision would be a simple matter. What is surprising, however, is that unfortunately stereo vision has not been so simple as was thought at that time and is far from being realized even now. And, as stated previously, studies in this field have recently crashed an inexplicable wall, and are somewhat in a stagnant state. A new breakthrough is desired at about this time, and it is getting increasingly more opportune to make use of results achieved in fields, such as psychology, brain science, and the like. This is by itself a very good thing, but blind adoption may be somewhat disputable. It is not the case that all the past knowledge in these fields is totally correct, and a great deal of that knowledge may have to be corrected for studies to be conducted from a new point of view. In introducing such results, it is strongly desired to review the current situation from a new standpoint; in other words, rather than repeating the age of cybernetics or bionics of that time, the present age is hoped to become an age of ""neo-cybernetics"" or ""neo-bionics"" in the true sense of the word.

Solving problems by reduction is an important issue in mathematics and science education in general (both in high school and in college or university) and particularly in computer science education. Developing reductive thinking patterns is an important goal in any scientific discipline, yet reduction is not an easy subject to cope with. Still, the use of reduction usually is insufficiently reflected in high school mathematics and science programs. Even in academic computer science programs the concept of reduction is mentioned explicitly only in advanced academic courses such as computability and complexity theory. However, reduction can be applied in other courses as well, even on the high school level. Specifically, in the field of computational models, reduction is an important method for solving design and proof problems. This study focuses on high school students studying the unit “computational models”—a unique unit, which is part of the new Israeli computer science high school curriculum. We examined whether high school students tend to solve problems dealing with computational models reductively, and if they do, what is the nature of their reductive solutions. To the best of our knowledge, the tendency to reductive thinking in theoretical computer science has not been studied before. Our findings show that even though many students use reduction, many others prefer non-reductive solutions, even when reduction can significantly decrease the technical complexity of the solution. We discuss these findings and suggest possible ways to improve reductive thinking.

This case study explored changes in seven in-service middle school science teachers’ understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the effect of land use on water quality in the watershed. We investigated how well teachers were able to apply their understanding of PBL as they designed their own units on water quality in their watershed. Research questions focused the study on how participation in a summer teacher institute on PBL prepared middle school teachers to describe key features of project-based learning environments, and how well they were able to incorporate these features in PBL units. Data collection included a qualitative pre/post PBL survey, teachers’ watershed units, and field notes from the institute. Findings from the pre and post survey showed that teachers demonstrated a vague understanding of essential features of PBL environments pre institute and a detailed understanding of PBL post institute. Teachers’ units varied in the degrees to which PBL features were exhibited. Strengths of the units included driving questions and benchmark lessons. Shortcomings included few opportunities for student-directed investigation of sub-driving questions.

<p><em>Pelaksanaan kegiatan wirausaha menjadi elemen penting yang harus mendapat perhatian oleh pengelola pesantren agar dapat menjadi lembaga pendidikan yang mandiri. Pelaksanaannya juga harus dilaksanakan secara sistematis melalui penerapan fungsi-fungsi manajemen. Rumusan masalah penelitian ini adalah mengapa kewirausahaan perlu dikembangkan di pondok pesantren Muhammadiyah Boarding School Prambanan; Bagaimana praktik manajemen kewirausahaan dalam membangun kemandirian di pondok pesantren Muhammadiyah Boarding School. Penelitian ini bertujuan Mendeskripsikan proses manajemen kewirausahaan sebagai upaya membangun kemandirian di pondok pesantren Muhammadiyah Boarding School Prambanan. Metode penelitian ini adalah kualitatif menggunakan pendekatan fenomenologi. Hasil dari penelitian ini menunjukkan hasil: (1) sejak awal berdiri pada tahun 2008, pondok pesantren MBS telah menjadikan program kewirausahaan sebagai bagian dari master plan pengembangan lembaga. (2) Dalam pengelolaan kegiatan wirausaha diterapkan fungsi manajemen yaitu dari perencanaan, pengorganisasian, Pelaksanaan dan pengawasan. (3) Fungsi perencanaan diimplementasikan dalam kegiatan rapat kerja yang dilaksanakan setiap awal tahun ajaran. (4) Fungsi Pengorganisasian diimplementasikan melalui perpindahan wewenang dari direktur pesantren ke manajer lembaga wakaf center. (5) Fungsi pelaksanaan dalam kegiatan wirausaha di pondok pesantren MBS dijabarkan dalam tiga kegiatan inti yaitu coordinating, delegating, dan commanding. (6) fungsi pengawasan dilakukan secara insidental oleh manajer wkaf center dan secara rutin oleh kepala unit menggunakan rapot penilaian kerja individu. (7) Adanya unit usaha mampu menopang ekonomi dan financial pesantren. Selain itu pesantren juga mampu mandiri karena dapat menyediakan sumber daya yang dibutuhkan melalui uni usaha yang dimiliki.</em></p>

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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(2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, April, 1–76. gov.nl.ca/edu Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11 Inglese, P., Barbera, G., La Mantia, T., On, P., Presentation, T., Reid, R., Vasa, S. F., Maag, J. W., Wright, G., Irsyadi, F. Y. Al, Nugroho, Y. S., Cutter-Mackenzie, A., Edwards, S., Moore, D., Boyd, W., Miller, E., Almon, J., Cramer, S. C., Wilkes-Gillan, S., … Halperin, J. M. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. PLoS ONE, 2(3), 9–25. https://doi.org/10.1586/ern.12.106 Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, FEBRUARY 2011, 163. https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). 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American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). 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A Multidisciplinary and Holistic Introduction. Varun A. (2014). Thematic Approach for Effective Communication in Early Childhood Education Thematic Approach for effective communication in ECCE. International Journal of Education and Psychological Research (IJEPR), 3(3), 49–51. https://www.researchgate.net/publication/289868193 Wang, X., Xu, W., & Guo, L. (2018). The status quo and ways of STEAM education promoting China’s future social sustainable development. Sustainability (Switzerland), 10(12). https://doi.org/10.3390/su10124417 Whitebread, D. D. (2012). The Importance of Play. Toy Industries of Europe, April, 1–55. https://doi.org/10.5455/msm.2015.27.438-441 Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Whitebread, Solis, S. 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With the Agile development approach, the software industry has moved to a more flexible and continuous Software Development Life Cycle (SDLC), which integrates the stages of development, delivery and deployment. This trend has exposed a tendency of increasing reliance on both unit testing and test automation for the fundamental quality-activities during the code development. To implement Continuous Software Engineering (CSE), it is vital to assure that unit-testing activities are an integral and well-defined part of a continuous process. This paper focuses on the initial role of actual testing – viewing unit testing as a quality indicator during the development life cycle. We review the definition of unit-testing from the CSE world, and describe a qualitative study in which we examined implementation of unit testing in three software companies that recently migrated to CSE methodology. The results from the qualitative study corroborate our argument that under the continues approach, quality-based development practices such as unit testing are of increasing importance, lacking common set of measurements and KPI's. A possible explanation to this may be the role of continuous practices as well as unit testing in the software engineering curriculum

Development of more stringent water quality standards has been met with development of more sophisticated processing. It is argued that the skills and knowledge of the process engineer are now required to design, operate and manage treatment plants of today. The postgraduate degree courses run by the School of Water Sciences adopt a process engineering approach, giving students a fundamental understanding of unit operations before applying them in the context of the flowsheet. This is achieved by having three parts to a course: a taught element for fundamental skills and knowledge; group design projects for applications of unit operations in flowsheets; and a practical thesis project for application of novel unit operations. Industrial lecturers, groupwork and oral presentation of work helps develop skills relevant to future careers in water and wastewater treatment.

Abstract Introduction Integration of children with high health needs into the education system, such as those who are invasively ventilated, requires careful planning. Methods We retrospectively reviewed data bases and medical records from January 2004 until December 2020 to profile school age children who, following insertion of a tracheostomy to facilitate invasive ventilation, required assistance in entering or returning to the education system. Results 44 children received invasive respiratory support. Five (11%) remain under the legal school age of 6 years. Fourteen (32%) children entered main stream education – Private or state schools. Three (7%) children attended main stream schools with extra assistance in a support unit. Eighteen (41%) children attended Special Schools that met their individual underlying health care needs. Four (9%) children received either home schooling or attended hospital school. All children received appropriate education according to cognitive ability and none were placed in an inappropriate school setting due to their need for extra support with respiratory health. Discussion High use of health technologies can be perceived as a barrier to the normal classroom so negotiation with education authorities should be part of the patient journey. Support for (re-)integration to the school system includes recruitment and training of support staff and appropriate assessments of ability to provide a safe environment whilst maintaining appropriate level of supervision. Collaboration between the hospital and the education facility is key to the successful integration of children into the education system.

Smart Study Center is a computer course located in Kisaran City, Asahan Regency, North Sumatra Province. This computer-based course has promoted to various places, especially around Kisaran City. But sometimes there are obstacles in doing this, because it is not easy to determine the location of the promotion quickly and precisely. Promotion is the communication of information between sellers and potential buyers or others in the channel to influence attitudes and behavior. In addition, the application of information technology in the field of promotion can facilitate the management of information which, if processed properly, can produce new knowledge that is very useful in making future decisions. It takes research and consideration of many aspects which of course will take a lot of time. The majority of the Smart Study Center Kisaran students come from various public and private vocational high schools and high schools in Kisaran City and its surroundings. This is certainly one of the important factors to promote the acceptance of new students in an effort to increase the number of new students every year. With the application of data mining using the K-Means Clustering method on the acceptance of new students in the Smart Study Center Kisaran course by grouping research object items based on their similarity in nature, so that information will be obtained about which areas have high potential to bring in new students. K-Means Clustering can group large enough data quickly and accurately so that decision making in determining the location of the promotion in the next year can be done effectively and efficiently. The data attributes used in this study are the names of majors such as, TKJ, RPL, and Ms Office. The result of this system is the determination of the location of the promotion with 2 clusters i.e. feasible (C1) and unfit (C2)

The present century belongs to Science and Technology. Scientific knowledge is valued across the globe and great emphasis is on scientific attitude towards all fields of life. The purpose of education of Science school is to lead the nation to collaborate and compete with rest of the world. The students face difficulty in studying Chemistry due to its abstract nature of concepts. To address this issue, students are taught solid state Chemistry by using computer-based models of unit cells and the crystal lattices. The present study is experimental in nature. Total 60 students participate in the study. Samples are distributed in two groups (study group and control group). Data is collected by using question paper. The Chemistry of solid state is taught to the experimental group by using model based on computer and control group is taught by using traditional chalk and board methodology. The instrument is validated by its content and is consulted by an expert. The instrument reliability of is analyzed by applying t-test. Result of the research reveals that the computer-based model on crystal lattices and unit cell is more effective than conventional model in learning and the academic achievement of the students in Chemistry. The t-test proves that the t-value 0.691 is substantial with p (p<0.05). Based on the findings of the present study the computer-based model of unit cell and crystal lattice is an effective teaching tool for learning and to improve the academic achievement in Chemistry.

Information theory refers to the teaching of an interdisciplinary orientation. To date, the scientific and practical results of information theory have found wide application in computer science, mathematics, physics, linguistics and other fundamental sciences. The article describes the theoretical, practical and pedagogical aspects of the concept of information. It is established that information is a fundamental concept and its place in social and natural processes is determined. The role of the subject of computer science in the study of fundamental problems of the concept of information in the educational process of secondary and higher schools is considered. The essence and application of the Hartley and Shannon formulas are revealed. These equations are the basic equations of information theory. Based on the theory of probability, the concept of information uncertainty is given and the unit of its measurement is presented. Various scientific directions of information theory are investigated: the measurement of information values and the use of the Shannon equation in the testing process.

To date, limited research has been done on the implementation of experiential learning among elementary school students. The current mixed-methods study examines the capacity of elementary science students to develop water literacy through the application of an experiential learning framework. From 2016–2017, two sections of 6th-grade science students (n = 56) from a gifted and talented school in Queens, NY, were introduced to an experiential-based water curriculum designed to meet the needs of elementary science standards through the use of authentic learning environments, physical and conceptual modeling, and systems thinking. Multiple research instruments were used as formative and summative assessments to determine baseline understanding and quantify the consequences of student learning: pre- and post-tests and pre- and post-drawing assessments, science notebooks, field journals, reflections, and observations. After participation in the experiential water unit, most students increased their conceptual understanding of water cycle components and processes from surface to groundwater, physical properties of matter, and hydrogeological concepts of permeability and porosity. Systems thinking skills progressed over the unit from structural thinking to dynamic thinking. Implications of this study indicate that the experiential learning framework is an effective pedagogical tool for elementary science students to develop water literacy and science and engineering practices.

In our pursuit to broaden and deepen understandings of what it means to engage in an assessment activity, we explored the designing and implementing of a geometry performance task as an instantiation of authentic assessment to assess elementary school students’ mathematics learning. Using participatory action research, we incorporated a performance task as an end-of-unit assessment with grade 4/5 students. We found that the authenticity within what we are calling a generative unit assessment, is understood as a process that is dynamic in contrast to conventional unit tests. We established an innovative assessment practice that emerged from the student and teacher data and is illustrated through four features applicable to any content area. Through collaborative discussions and the ensuing creation of a generative unit assessment, we found spaces to authentically understand ontological growth and continual learning through assessment.

This study examines the effect on student academic success through teaching the "Let's Know the Matter" grade 3 science unit accompanied by STEM (Science, Technology, Engineering, and Mathematics)-focused activities. The study group consisted of 24 third grade students studying in the 2019-2020 academic year. Teaching was done with a 5E (enter, explore, explain, elaborate, evaluate) instructional model, and student opinions about the STEM activities were collected. A group pretest-posttest research design was used in which the "Let's Know the Matter Test (MT)" was administered at the beginning to measure the students' prior knowledge, and again at the end of the unit to determine what students had learned. Their opinions of the lessons taught with STEM-focused activities were collected using a semi-structured interview technique. Qualitative data were divided into appropriate categories under common themes. It was observed that the 5E instructional model contributed to their academic success. Also, it was found that their opinions about the lessons taught with STEM activities were quite positive. Based on the results obtained from the research, it is suggested that STEM activities be used in the teaching of other topics.

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

In order to facilitate communication and communication, this paper studies the optimization of the current computer-aided translation system, and proposed a design method of English communication language computer-aided translation system based on grey clustering evaluation. By optimizing the hardware configuration and algorithm function keys of the system, the English translation mechanism of multilanguage interaction, the design idea of editing and modifying after English translation and knowledge database management are realized, and the system function framework was constructed, including the system transceiver unit, automatic translation unit, manual correction unit, task management unit and memory management unit, the performance of task management unit and memory management unit is analyzed. On this basis, the specific work flow of the design system mainly includes the English translation service flow integrating multilanguage interaction and the project-based multilanguage interaction English translation service flow design, which realizes the English translation online assistance under the multilanguage interaction environment. The experimental results show that the design system has the advantages of high online translation speed, pronunciation success rate and multilanguage translation success rate.