scholarly journals Supporting Student System Modelling Practice Through Curriculum and Technology Design

2021 ◽  
Author(s):  
Tom Bielik ◽  
Lynn Stephens ◽  
Cynthia McIntyre ◽  
Daniel Damelin ◽  
Joseph S. Krajcik
Keyword(s):  
Causal Reasoning ◽  
Digital Tools ◽  
Engineering Practice ◽  
System Modelling ◽  
Science And Engineering ◽  
Online System ◽  
Use Of Technology ◽  
Curricular Materials ◽  
Classroom Use ◽  
Development Of Students

AbstractDeveloping and using models to make sense of phenomena or to design solutions to problems is a key science and engineering practice. Classroom use of technology-based tools can promote the development of students’ modelling practice, systems thinking, and causal reasoning by providing opportunities to develop and use models to explore phenomena. In previous work, we presented four aspects of system modelling that emerged during our development and initial testing of an online system modelling tool. In this study, we provide an in-depth examination and detailed evidence of 10th grade students engaging in those four aspects during a classroom enactment of a system modelling unit. We look at the choices students made when constructing their models, whether they described evidence and reasoning for those choices, and whether they described the behavior of their models in connection with model usefulness in explaining and making predictions about the phenomena of interest. We conclude with a set of recommendations for designing curricular materials that leverage digital tools to facilitate the iterative constructing, using, evaluating, and revising of models.

Bioseparations Science and Engineering

2015 ◽  
Author(s):  
Roger G. Harrison ◽  
Paul W. Todd ◽  
Scott R. Rudge ◽  
Demetri P. Petrides
Keyword(s):  
Process Design ◽  
Qualitative Description ◽  
Engineering Practice ◽  
Unit Operation ◽  
Science And Engineering ◽  
Scientific Application ◽  
General Application ◽  
Unit Operations ◽  
Analysis Computer ◽  
Consistent Method

Designed for undergraduates, graduate students, and industry practitioners, Bioseparations Science and Engineering fills a critical need in the field of bioseparations. Current, comprehensive, and concise, it covers bioseparations unit operations in unprecedented depth. In each of the chapters, the authors use a consistent method of explaining unit operations, starting with a qualitative description noting the significance and general application of the unit operation. They then illustrate the scientific application of the operation, develop the required mathematical theory, and finally, describe the applications of the theory in engineering practice, with an emphasis on design and scaleup. Unique to this text is a chapter dedicated to bioseparations process design and economics, in which a process simular, SuperPro Designer® is used to analyze and evaluate the production of three important biological products. New to this second edition are updated discussions of moment analysis, computer simulation, membrane chromatography, and evaporation, among others, as well as revised problem sets. Unique features include basic information about bioproducts and engineering analysis and a chapter with bioseparations laboratory exercises. Bioseparations Science and Engineering is ideal for students and professionals working in or studying bioseparations, and is the premier text in the field.

Reality brings excitement to engineering education

1998 ◽  
Vol 12 (1) ◽  
pp. 83-86
Author(s):  
LARRY LEIFER ◽  
SHERI SHEPPARD
Keyword(s):  
Engineering Education ◽  
Social Activity ◽  
Thinking Skills ◽  
Engineering Practice ◽  
Engineering Science ◽  
Science And Engineering ◽  
Engineering Product ◽  
Intellectual Content ◽  
Versus Communication ◽  
Constant Source

The intellectual content and social activity of engineering product development are a constant source of surprise, excitement, and challenge for engineers. When our students experience product-based-learning (PBL), they experience this excitement (Brereton et al., 1995). They also have fun and perform beyond the limits required for simple grades. We, their teachers, experience these things too. Why, then, are so few students and faculty getting the PBL message? How, then, can we put the excitement back in engineering education? In part, we think this is because of three persistent mistakes in engineering education:1. We focus on individual students.2. We focus on engineering analysis versus communication between engineers.3. We fail to integrate thinking skills in engineering science and engineering practice.

Educating the Engineer of 2020

2008 ◽  
Author(s):  
Alice M. Agogino
Keyword(s):  
Engineering Education ◽  
Gender Equity ◽  
Practice Change ◽  
Academic Science ◽  
Engineering Practice ◽  
Science And Engineering ◽  
The Us

How will engineering practice change in the next twenty years? What are the implications to engineering education? Will we have achieved gender equity? These questions will be discussed in the context of three recent reports of the US. National Academy of Engineering – The Engineer of 2020: Global Visions of Engineering in the New Century; Educating the Engineer of 2020: Adapting Engineering Education to the New Century; and Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering.

An Ongoing Journey to Foster Urban Students' Online “Public Voices”

2016 ◽  
Vol 4 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Nick Lawrence ◽  
Joe O'Brien
Keyword(s):  
New York ◽  
New York City ◽  
Social Justice ◽  
Social Studies ◽  
Digital Tools ◽  
Use Of Technology ◽  
8Th Grade ◽  
Civic Skills ◽  
Curricular Alignment ◽  
Selection Of

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

Tip Your Hand: “Technology Tips” Sought

1996 ◽  
Vol 89 (1) ◽  
pp. 69
Keyword(s):  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Classroom Use

The editors of the “Technology Tips” department of the Mathematics Teacher for 1996–1998 invite readers to submit original ideas and tips on the effective classroom use of technology for teaching and learning mathematics.

scholarly journals Powering digital communities: How Public Libraries Can Foster Digital Inclusion and Digital Literacy in Ontario

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Lauren Panzarella
Keyword(s):  
Rural Communities ◽  
Low Income ◽  
Digital Literacy ◽  
Public Libraries ◽  
Digital Economy ◽  
Digital Tools ◽  
Digital Inclusion ◽  
Digital Communities ◽  
Use Of Technology ◽  
The People

In the digital age, many aspects of life increasingly rely on the use of technology. In response to this shift toward digitization, it is important to ensure that the people of Ontario not only have adequate access to digital tools, but also the skills to operate such equipment. However, several segments of Ontario’s population, including seniors, low-income individuals, and those living in rural communities, face greater barriers to meaningful participation in the digital economy because of a lack of exposure to digital tools and digital literacy. Numerous institutions and community organizations in the province, including public libraries, are working to bridge the gap in terms of skills and access. As institutions that connect patrons to technologies and digital literacy programs taught by trained literacy professionals, libraries are a crucial resource for fostering a digitally inclusive environment that prepares Ontarians with the skills required to partake in the digital economy.

scholarly journals Preface

2021 ◽  
Vol 2072 (1) ◽  
pp. 011001
Keyword(s):  
High Energy Physics ◽  
Energy System ◽  
High Energy ◽  
System Modelling ◽  
Science And Engineering ◽  
Research Activities ◽  
Institute Of Technology ◽  
Material Computation

The role of computation and simulation to support reseach activities in sciences and technologies becomes more important in recent decades. The International Conference on Computation in Science and Engineering (ICCSE) 2019 have been conducted in Bandung Institute of Technology (ITB) campus, Bandung, Indonesia, at 14-15 October 2019. This conference is organized by Bandung Institute of Technology (ITB, Indonesia). This conference aims at summarizing recent research activities relevant to the computation application in science and engineering and facilitate communication among relevant experts. More than 50 persons from Indonesia, Japan, Malaysia, Turkey, and some other countries will participate in this conference. About 50 presentations including 8 plenary talk will be presented. The presentations are grouped into 12 areas of particular interest: (1) : Complex system Modelling, (2): Energy System Computation, (3): Fluid Dynamics Computation, (4): Artificial Intelligent and Soft Computing, (5): High Energy Physics, (6): Simulation in general, (7): Quantum Computation, (8) HPC, (9): Material Computation, (10): Sub surface modelling and computation, (11): Nuclear and Radiation Computation, and (12): Atmospheric and meteorological computation. List of Organizer, Editorial Board, Contact are available in this pdf.

An Ongoing Journey to Foster Urban Students' Online “Public Voices”

2018 ◽  
pp. 219-233
Author(s):  
Nick Lawrence ◽  
Joe O'Brien
Keyword(s):  
New York ◽  
Social Justice ◽  
Social Studies ◽  
Communication Skills ◽  
Instructional Support ◽  
Digital Tools ◽  
Use Of Technology ◽  
8Th Grade ◽  
Civic Skills ◽  
Curricular Alignment

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

2016 ◽  
pp. 728-752 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Technology Literacy ◽  
Learning Technology ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Basic Technology ◽  
K 12

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers' reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.

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