scholarly journals School Architecture and Complexity

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Rena Upitis
Keyword(s):  
Standardized Test ◽  
Complexity Science ◽  
School Design ◽  
School Architecture ◽  
Music Drama ◽  
Waldorf Schools ◽  
Science Theory ◽  
Teachers And Students ◽  
And Mathematics ◽  
Physical Elements

Recent studies document the importance of well-designed facilities on the academic performance of students in language and mathematics, but there is very little research on how space dictates what is learned and how it is learned. What about learning that is not directly measurable by standardized test scores? How does architectural space affect what is learned in the “non-core” disciplines such as music, drama, dance, and the visual arts? How does the built environment affect the ways that teachers and students operate in what might be viewed as a learning collective? These are some of the central questions addressed in the present paper. These issues are first explored through a brief discussion of the main themes in school architecture research and discourse, followed by a description of how Froebel kindergartens, Reggio Emilia schools, and Waldorf schools have given attention to some of the physical elements that affect learning. Next, I explore engaging forms of adult learning and the perspectives of John Dewey. Then follows a discussion of the ways that classrooms and schools can be seen as collectives, using complexity science theory as a theoretical framework. Finally, the complexity science model is extended by including the actual physical spaces as important ‘agents’ in influencing a non-linear and dynamic system, and by drawing implications for school design based on the principles of complexity.

A Remote Mobile Experiment in Brazilian Public Basic Education

TPACK ◽  
2019 ◽  
pp. 457-478
Author(s):  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva ◽  
Marta Adriana da Silva Cristiano ◽  
Simone Meister Sommer Bilessimo ◽  
Giovanni Ferreira de Farias ◽  
...  
Keyword(s):  
Basic Education ◽  
Pilot Project ◽  
The Internet ◽  
Public High Schools ◽  
Theoretical Concepts ◽  
Pedagogical Content ◽  
Teachers And Students ◽  
And Mathematics ◽  
Remote Experimentation ◽  
The Impact

The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a pilot project that aims to explore the use of Mobile Remote Experimentation (MRE) by teachers and students of public high schools in Brazil. It involves the use of mobile devices to access remote experiments in STEM subjects through the Internet. The report demonstrates the effectiveness of using such educational resources to improve pedagogical results by applying the TPACK (Technological Pedagogical Content Knowledge) model to measure the impact of MRE by STEM teachers.

How Do Technology Application and Equity Impact Student Achievement?

2011 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Tak Cheung Chan
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Standardized Test ◽  
School Level ◽  
Technology Application ◽  
Student Socioeconomic Status ◽  
And Mathematics ◽  
Impact Of Technology ◽  
The Impact

This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

scholarly journals Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM

Technologies ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 16 ◽  
Author(s):  
Marge Kusmin
Keyword(s):  
New Technology ◽  
Real Life ◽  
Educational Institutions ◽  
Technology Platforms ◽  
Teachers And Students ◽  
Iot Devices ◽  
Innovative Resources ◽  
Group Interviews ◽  
And Mathematics ◽  
Desk Research

The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students' motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings.

scholarly journals Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 73 ◽  
Author(s):  
Nuria Arís ◽  
Lara Orcos
Keyword(s):  
Secondary Education ◽  
Empirical Study ◽  
Research Study ◽  
Educational Robotics ◽  
Objective Data ◽  
Scientific Curiosity ◽  
Mathematics Skills ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.

Estimation of the Predictive Validity of the HART by Means of a Dynamic Test of Geography

2009 ◽  
Vol 8 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Marco G. P. Hessels
Keyword(s):  
Predictive Validity ◽  
Analogical Reasoning ◽  
School Success ◽  
Standardized Test ◽  
Age Groups ◽  
Dynamic Test ◽  
Mental Deficiency ◽  
Learning Potential ◽  
Learning Test ◽  
And Mathematics

In this study, a dynamic measure of school success was used to validate the Hessels Analogical Reasoning Test (HART), a standardized test of children’s learning potential. It is argued that dynamic tests are superior to standard intelligence tests with regard to ecological, construct, and predictive validity. In this context, it is argued that the usual measures of school success, such as tests for reading and mathematics, are not suited for the estimation of the predictive validity of a dynamic measure of general learning capacity (intelligence), especially for children with learning difficulties or mental deficiency. Therefore, the HART was validated with a dynamic measure of school learning. Three versions of a Geography Learning Test were developed for three different age groups. All versions consist of training followed by a test. The results show that: (a) young children need to be familiarized with a test to be able to respond to the items in the way that is expected; (b) the HART posttest measure is a better predictor of learning than the static pretest; and (c) dynamic measures of learning are preferred to static measures.

They’re Moving in Spaces They’re Not Used to: Examining the Racialized Experiences of African American Students in a High School STEAM Academy

2020 ◽  
pp. 001312452092861
Author(s):  
Edward C. Fletcher ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
African American ◽  
School Administrators ◽  
School Personnel ◽  
Pedagogical Practices ◽  
Student Experiences ◽  
Teachers And Students ◽  
Job Shadowing ◽  
The Face ◽  
And Mathematics

In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing African American/Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships). Based on the perspectives of school personnel and community partners, we found the school administrators and teachers enacted social justice–centered curricular strategies to elicit emancipatory and participatory actions for administrators, teachers, and students. This type of curriculum for students helped them cope with the stressors of encountering racialized experiences and microaggressions in the school and beyond; thereby, enabling them to be resilient in the face of a discriminatory and oppressive society.

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

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.

scholarly journals The Roma/Non-Roma Test Score Gap in Hungary

2011 ◽  
Vol 101 (3) ◽  
pp. 519-525 ◽  
Author(s):  
Gábor Kertesi ◽  
Gábor Kézdi
Keyword(s):  
Standard Deviation ◽  
White Students ◽  
Fixed Effects ◽  
Test Score ◽  
Standardized Test ◽  
Family Background ◽  
Test Score Gap ◽  
The Us ◽  
8Th Graders ◽  
And Mathematics

This paper documents and decomposes the test score gap between Roma and non-Roma 8th graders in Hungary in 2006. Our data connect national standardized test scores to an individual panel survey with detailed data on ethnicity and family background. The test score gap is approximately one standard deviation for both reading and mathematics, which is similar to the gap between African-American and White students of the same age group in the US in the 1980s. After accounting for on health, parenting, school fixed effects and family background, the gap disappears in reading and drops to 0.15 standard deviation in mathematics.

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