Teaching kinematics via arduino based STEM education material

2021 ◽  
Vol 57 (1) ◽  
pp. 015010
Author(s):  
Atakan Çoban ◽  
Mustafa Erol
Keyword(s):  
Time Dependence ◽  
Stem Education ◽  
Error Rate ◽  
Educational Environment ◽  
Two Dimensional ◽  
Education Material ◽  
Sample Application ◽  
And Mathematics ◽  
Engineering Physics ◽  
Physical Quantities

Abstract The present study reports an Arduino-based STEM education material that resolves the kinematics of a moving object, specifically focusing on two dimensional motion of the object. Throughout the work, a sample application that can be prepared in a classroom where students are active and including the acquisitions of Technology, Engineering, Physics and Mathematics in a single educational environment. In the study, instantaneous time dependence of the displacements, namely x(t) and y(t) components and the resultant R(t) component, are experimentally measured on a vehicle by using an Arduino UNO, distance sensors and Bluetooth sensor prepared within the scope of a STEM education approach. The ratios between those measured physical quantities and theoretical estimations are found to be %13.1 for the position, %1.4 for the velocity and %7.8 for the acceleration. The error rate of the data was accepted to be reasonable considering highly economical teaching materials.

Teaching Impulse-Momentum Law by Arduino Based STEM Education Material

2021 ◽  
Vol 03 (02) ◽  
pp. 2150006
Author(s):  
Atakan Çoban ◽  
Mustafa Erol
Keyword(s):  
Stem Education ◽  
Error Rate ◽  
Educational Environment ◽  
Education Material ◽  
Sample Application ◽  
Distance Sensor ◽  
And Mathematics ◽  
The Relationship ◽  
Engineering Physics ◽  
Physical Quantities

In this study, a sample application that can be done in a classroom where students are actively engaged in technology, engineering, physics and mathematics in a single educational environment, will be introduced. The relationship between the impulse exerted by the force acting on a vehicle for a certain period of time and the change in the momentum were analyzed using Arduino UNO, Load-cell 1kg sensor, distance sensor and Bluetooth sensor prepared within the scope of STEM education. The ratio of these two physical quantities, which is theoretically equal to unity, was found as [Formula: see text] with the help of the data. The error rate of the data was calculated to be 4.1% despite using highly economical teaching materials.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Diffraction of a pulse by a resistive half-plane. I. Normal incidence

1960 ◽  
Vol 255 (1283) ◽  
pp. 538-549 ◽  
Keyword(s):  
Time Dependence ◽  
Half Plane ◽  
Wave Diffraction ◽  
Diffraction Problem ◽  
Normal Incidence ◽  
Step Function ◽  
Two Dimensional ◽  
Dynamic Similarity ◽  
Function Time ◽  
Dimensional Wave

The two-dimensional wave diffraction problem, acoustic or electromagnetic, in which a pulse of step-function time dependence is diffracted by a resistive half-plane is solved by assuming dynamic similarity in the solution.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals Virtual laboratories as strategy for teaching improvement in Math Sciences and Engineering in Bolivia

2021 ◽  
Vol 14 (2) ◽  
pp. 187-196
Author(s):  
Francisco Javier Triveno Vargas ◽  
Hugo Siles Alvarado
Keyword(s):  
Differential Equations ◽  
Programming Languages ◽  
Stem Education ◽  
Degrees Of Freedom ◽  
Classical Problem ◽  
Interdisciplinary Approach ◽  
Theory And Practice ◽  
Relevant Today ◽  
Virtual Laboratories ◽  
And Mathematics

STEM education is a strategy based on four disciplines (science, technology, engineering and mathematics), integrated in an innovative interdisciplinary approach. Although, the concept of STEM education is more relevant today, the discussion of a teaching model with special attention in the four subjects aforementioned began in the early 2000s. Taking into account this context, the strategy presented in this paper has been disseminated in Bolivia’s main universities for the last five years. A country that has not yet managed to associate basic disciplines such as calculus, matrix algebra, and/or differential equations to solve problems of an applicative nature, that is, to establish the link between theory and practice. To establish the connection, it is necessary to deduce differential equations associated with practical problems; solve these equations with numerical methods, appeal to the simulation concept to later introduce programming languages like Python/VPython to build virtual laboratories. The classical problem addressed for this purpose is the satellite of two degrees of freedom.

scholarly journals Competency Needs of Postgraduate Students of STEM Education in Research Writing in Universities

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
Stem Education ◽  
Research Work ◽  
Simple Random Sampling ◽  
Research Writing ◽  
Response Options ◽  
Postgraduate Students ◽  
South Eastern ◽  
Research Competency ◽  
Significant Difference ◽  
And Mathematics

The study identified research competency needs of postgraduate students of Science Technology Engineering and Mathematics (STEM) education in research writing in Nigerian Universities. The study adopted a survey research design and was carried out in South-Eastern Nigeria. Two research questions and a hypothesis guided the study. The population for the study was 372 comprising 222 master and 150 PhD students of STEM Education in nine Universities in south-eastern Nigeria. Proportionate simple random sampling techniques were used to select 50% of the population, which gave a sample size of 186 (111 master and 75 PhD students). Structured questionnaire developed from the literature which was reviewed by the researchers was used to collect data. Each item in the instrument had two columns of needed and difficult with each of the columns assigned a four response options with values 4, 3, 2 and 1. The instrument was validated by specialists. Cronbach alpha method was used to determine the internal consistency of the items and a coefficient of 0.85 was obtained. Data collected were analyzed using mean while the null hypothesis was tested using t-test. The findings revealed that postgraduate students needed 32 competencies in research writing; 25 of the competencies were difficult to employ by the students. The hypothesis tested revealed that there was no significant difference in the responses of the two groups of students on the difficult competencies. It was recommended that lecturers should utilize the 32 competencies while emphasizing the 25 difficult ones to make students competent in producing a quality research work.

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