The Use of Computer‐based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

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Empowering learners with tools in CS education: Physical computing in secondary schools

it - Information Technology ◽

10.1515/itit-2017-0032 ◽

2018 ◽

Vol 60 (2) ◽

pp. 91-101 ◽

Cited By ~ 1

Author(s):

Mareen Przybylla ◽

Ralf Romeike

Keyword(s):

Science Education ◽

Computer Science ◽

Informal Education ◽

Computer Science Education ◽

Empirical Studies ◽

3D Models ◽

Special Focus ◽

Learning Material ◽

Physical Computing ◽

Programming Environments

AbstractIn computer science, computer systems are both, objects of investigation and tools that enable creative learning and design. Tools for learning have a long tradition in computer science education. Already in the late 1960s, Papert developed a concept which had an immense impact on the development of informal education in the following years: his theory of constructionism understands learning as a creative process of knowledge construction that is most effective when learners create something purposeful that they can try out, show around, discuss, analyse and receive praise for. By now, there are numerous learning and programming environments that are based on the constructionist ideas. Modern tools offer opportunities for students to learn in motivating ways and gain impressive results in programming games, animations, implementing 3D models or developing interactive objects. This article gives an overview of computer science education research related to tools and media to be used in educational settings. We analyse different types of tools with a special focus on the categorization and development of tools for student adequate physical computing activities in the classroom. Research around the development and evaluation of tools and learning resources in the domain of physical computing is illustrated with the example of “My Interactive Garden”, a constructionist learning and programming environment. It is explained how the results from empirical studies are integrated in the continuous development of the learning material.

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Public Strongly Behind Federal R&D Funding, Early Science Education

Chemical & Engineering News ◽

10.1021/cen-v078n029.p011a ◽

2000 ◽

Vol 78 (29) ◽

pp. 11-12

Author(s):

WILLIAM SCHULZ

Keyword(s):

Science Education ◽

Early Science Education

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MANUFACTURING SYSTEMS MODELLING USING SYSTEM DYNAMICS: FORMING A DEDICATED MODELLING TOOL

Journal of Advanced Manufacturing Systems ◽

10.1142/s0219686703000228 ◽

2003 ◽

Vol 02 (01) ◽

pp. 71-87 ◽

Cited By ~ 16

Author(s):

A. OYARBIDE ◽

T. S. BAINES ◽

J. M. KAY ◽

J. LADBROOK

Keyword(s):

System Dynamics ◽

System Design ◽

Discrete Event Simulation ◽

Manufacturing Systems ◽

Manufacturing System ◽

Computer Modelling ◽

Discrete Event ◽

Event Simulation ◽

Manufacturing System Design ◽

Computer Based

Discrete event simulation is a popular aid for manufacturing system design; however in application this technique can sometimes be unnecessarily complex. This paper is concerned with applying an alternative technique to manufacturing system design which may well provide an efficient form of rough-cut analysis. This technique is System Dynamics, and the work described in this paper has set about incorporating the principles of this technique into a computer based modelling tool that is tailored to manufacturing system design. This paper is structured to first explore the principles of System Dynamics and how they differ from Discrete Event Simulation. The opportunity for System Dynamics is then explored, and this leads to defining the capabilities that a suitable tool would need. This specification is then transformed into a computer modelling tool, which is then assessed by applying this tool to model an engine production facility.

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Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

10.3224/84740127 ◽

2017 ◽

Keyword(s):

Science Education ◽

Science Teaching ◽

Quality Criteria ◽

Related Quality ◽

Early Science Education ◽

Education Goals

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EARLY SCIENCE EDUCATION AND ITS RELEVANCE

Problems of Education in the 21st Century ◽

10.33225/pec/12.45.04 ◽

2012 ◽

Vol 45 (1) ◽

pp. 4-9

Author(s):

Claudia Valentina Assumpção Gallian

Keyword(s):

Early Childhood ◽

Science Education ◽

Early Childhood Education ◽

Early Years ◽

Scientific Concepts ◽

Childhood Education ◽

The Social ◽

The World ◽

Early Science Education ◽

And Mathematics

This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston & Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. According to Johnston (2011) science teaching should be encouraged in the early years, aiming at reaching a holistic sense, that is, seeking not only understanding the scientific concepts but also developing attitudes and abilities related to them. Thus, the understanding of scientific concepts is closely related to both the development of knowledge in other areas such as geography, history and mathematics and to the social skills, such as collaboration, cooperation, etc and attitudes such as enthusiasm, initiative, curiosity etc.

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Teaching How to Think Like a Programmer

Advances in Early Childhood and K-12 Education - Teaching Computational Thinking in Primary Education ◽

10.4018/978-1-5225-3200-2.ch002 ◽

2018 ◽

pp. 18-35

Author(s):

Filiz Kalelioğlu ◽

Yasemin Gülbahar ◽

Dilek Doğan

Keyword(s):

Science Education ◽

Computer Science ◽

Computer Science Education ◽

General Description ◽

Review Of The Literature ◽

Programming Environments ◽

Block Based ◽

Pedagogical Approaches

This chapter aims to provide a general description of the preferred pedagogical approaches for the delivery and practice of computer science education based on a review of the literature. Pedagogical approaches mainly used in the teaching of computer science are unplugged activities, robotics programming, block-based or initial programming environments and cross-curricular activities. The preference of these pedagogical approaches varies according to the learners' age and level. Whilst all of these approaches can be used for all ages, some are aimed more at the beginner level than others. The benefits of using each of these approaches will be discussed in this chapter by way of considering educational tips.

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