scholarly journals EUROPA: A Case Study for Teaching Sensors, Data Acquisition and Robotics via a ROS-Based Educational Robot

Sensors ◽  
2020 ◽  
Vol 20 (9) ◽  
pp. 2469 ◽  
Author(s):  
Georgios Karalekas ◽  
Stavros Vologiannidis ◽  
John Kalomiros
Keyword(s):  
High School Students ◽  
Data Acquisition ◽  
Critical Parameters ◽  
School Students ◽  
Mathematical Concepts ◽  
Software Infrastructure ◽  
Open Hardware ◽  
And Mathematics ◽  
Approximate Cost ◽  
And Robotics

Robots have become a popular educational tool in secondary education, introducing scientific, technological, engineering and mathematical concepts to students all around the globe. In this paper EUROPA, an extensible, open software and open hardware robotic platform is presented focusing on teaching physics, sensors, data acquisition and robotics. EUROPA’s software infrastructure is based οn Robot Operating System (ROS). It includes easy to use interfaces for robot control and interaction with users and thus can easily be incorporated in Science, Technology, Engineering and Mathematics (STEM) and robotics classes. EUROPA was designed taking into account current trends in educational robotics. An overview of widespread robotic platforms is presented, documenting several critical parameters of interest such as their architecture, sensors, actuators and controllers, their approximate cost, etc. Finally, an introductory STEM curriculum developed for EUROPA and applied in a class of high school students is presented.

The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools

2018 ◽  
pp. 916-950
Author(s):  
Mahnaz Moallem ◽  
Shelby P. Morge ◽  
Sridhar Narayan ◽  
Gene A. Tagliarini
Keyword(s):  
Information Technology ◽  
High School Students ◽  
Simulation And Modeling ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Conditions ◽  
And Mathematics ◽  
Computational Modeling And Simulation ◽  
Level Of Understanding ◽  
The Impact

Using Squeak Etoys to Infuse Information Technology (USeIT) was designed to offer expanded information technology experiences to 155 middle and high school students over a three-year period by exploiting the Squeak Etoys media authoring tool as a simulation and modeling environment. Through problem-solving activities and development of Squeak Etoys modeling projects, USeIT investigated the impact of Problem-Based Learning (PBL) and utilization of Squeak Etoys on student understanding of scientific and mathematical concepts. A design-based research method was used to collect data. The results revealed that when simulation and modeling are used under specific learning conditions, a deeper level of understanding of key science and mathematics concepts is observed. In addition, problem-based simulation tasks cognitively engaged students, particularly those who otherwise did not see the relevancy of STEM content in their lives. Less motivated students developed interests in STEM content and showed confidence in their abilities to learn mathematics and science.

The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools

2015 ◽  
pp. 135-171 ◽  
Author(s):  
Mahnaz Moallem ◽  
Shelby P. Morge ◽  
Sridhar Narayan ◽  
Gene A. Tagliarini
Keyword(s):  
Information Technology ◽  
High School Students ◽  
Simulation And Modeling ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Conditions ◽  
And Mathematics ◽  
Computational Modeling And Simulation ◽  
Level Of Understanding ◽  
The Impact

Using Squeak Etoys to Infuse Information Technology (USeIT) was designed to offer expanded information technology experiences to 155 middle and high school students over a three-year period by exploiting the Squeak Etoys media authoring tool as a simulation and modeling environment. Through problem-solving activities and development of Squeak Etoys modeling projects, USeIT investigated the impact of Problem-Based Learning (PBL) and utilization of Squeak Etoys on student understanding of scientific and mathematical concepts. A design-based research method was used to collect data. The results revealed that when simulation and modeling are used under specific learning conditions, a deeper level of understanding of key science and mathematics concepts is observed. In addition, problem-based simulation tasks cognitively engaged students, particularly those who otherwise did not see the relevancy of STEM content in their lives. Less motivated students developed interests in STEM content and showed confidence in their abilities to learn mathematics and science.

scholarly journals The Involvement of Science, Technology, Engineering, and Mathematics (STEM) Learning in an APOS Analysis of Students’ Mathematical Understanding

2020 ◽  
Vol 4 (2) ◽  
pp. p105
Author(s):  
Achmad Mudrikah ◽  
Nandang Arif Saefuloh
Keyword(s):  
High School Students ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Stem Learning ◽  
School Students ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Action Process ◽  
And Mathematics ◽  
Theory Framework

This article was reported as a research that involved Science, Technology, Engineering and Mathematics (STEM) Learning by using APOS theory framework to investigate Students’ Mathematical Understanding of sine rule and cosine rule concept. Sine rule and cosine rule concepts are taught to eleven-grade senior high school students in Indonesia. Students’ responses to five trigonometric problems involving sine rule and cosine rule were analyzed through this article. This study has confirmed that sine rule and cosine rule concept can be understood through STEM learning engagement because it has enabled students to obtain the appropriate mental structure at the action, process, object and schema levels. However, sustainable development needs to be done to improve mathematics learning that can build mental structures needed by students to understand mathematical concepts.

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

Reaching Out to the Future Generation of Shipbuilders and Shipbuilding Leaders

2008 ◽  
Author(s):  
Christopher Skiba ◽  
Richard Boutwell ◽  
William Boze
Keyword(s):  
High School ◽  
High School Students ◽  
Systems Engineering ◽  
Future Generation ◽  
Naval Research ◽  
School Students ◽  
Hampton Roads ◽  
Marine Industry ◽  
And Mathematics ◽  
Naval Engineering

The Office of Naval Research recognizing the importance of education, specifically science and mathematics, embarked nearly a decade ago on their National Naval Responsibility for Naval Engineering program. Since then, academia, industry, and SNAME have increased their individual and collaborative efforts towards reaching out to students in an effort to share the excitement and opportunities available within the marine industry. Recently, in this vein, the Northrop Grumman Shipbuilding Apprentice School Chapter of the Hampton Roads SNAME chapter held a “Boat Design Competition” exposing over 240 high school students from 10 school districts (30 teams from 18 different high schools) to the excitement and knowledge needed to prepare design, construction and engineering packages using guidelines, lectures, and tutorial videos prepared by Apprentices and veteran Naval Architects. This was the first time high school students had the opportunity to compete in a head-to-head competition to design, construct, and operate the best boat relative to a number of prescribed requirements. The program also served to educate Apprentices in leadership, project management, research methods, brainstorming, naval architecture and systems engineering as well as establish a nurturing relationship between student chapter and veteran SNAME members which continues today.

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

scholarly journals Constructing Student’s Mathematical Understanding Skills and Self Confidence: Math Game with Visual Basic Application for Microsoft Excel in Learning Phytagoras at Junior High School

2018 ◽  
Vol 7 (3.2) ◽  
pp. 732 ◽  
Author(s):  
Martin Bernard ◽  
Eva Dwi Minarti ◽  
Masta Hutajulu
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Visual Basic ◽  
Process Data ◽  
School Students ◽  
Microsoft Excel ◽  
Mathematical Concepts ◽  
Visual Basic Application

Learning media in Mathematics by using Microsoft Excel software that assisted Visual Basic application is a tool that can be applied for a more interactive visualization so that students better understand about mathematical concepts. Microsoft Excel is a software that serves to process data in the form of numbers that are always associated with mathematical commands. In addition, the functions of commands in Microsoft Excel can be applied in various fields such as Statistics, Economics and Finance, Mathematical Logic, and Engineering. If using mathematical concepts with data processing. But it is not just a number, it can also be used to process objects on shapes or drawings on images. This, of course, requires a function other than the mathematical functions of Visual Basic Applications, which can make math tools more interesting. The advantages of Microsoft Excel with Visual Basic for Application (VBA) are (1) the images are more interactive with different sizes and can make more; (2) more economical; (3)saving time; (4)the software is easy to find, and (5)improving students 'understanding of mathematical concepts and foster students' sense of trust, especially in junior high school students.  

Beyond Academic Math: The Role of Applied STEM Course Taking in High School

2014 ◽  
Vol 116 (7) ◽  
pp. 1-35 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick ◽  
Sinduja V. Srinivasan
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Analysis ◽  
National Level ◽  
School Students ◽  
Nationally Representative ◽  
Els 2002 ◽  
Federal Initiatives ◽  
And Mathematics ◽  
K 12

Background/Context Educational policymakers and researchers are concerned about the declining quantity and quality of U.S. students in line to pursue careers in science, technology, engineering, and mathematics (STEM) fields. As one policy response, a number of federal initiatives have been enacted to enhance STEM curriculum in schools. Part of this push has been to offer applied STEM courses in the K–12 curriculum to reinforce academic STEM material as well as motivate students to remain in these fields. Prior to this current study, no national-level research has evaluated the effectiveness of these courses. Purpose (a) What applied STEM courses are most commonly taken by high school students? (b) To what extent are high school students taking both academic math courses and applied STEM courses? (c) Do applied STEM courses in high school improve achievement in math? Participants To address the three research questions listed above, this study relies on a comprehensive longitudinal dataset: the Education Longitudinal Survey (ELS:2002). The present study is based on a sample of approximately 11,112 students who participated in the base-year (10th grade, 2002) and first follow-up (12th grade 2004) interviews, who completed math assessments in both years, and for whom valid transcript information was collected. Research Design This study begins with a descriptive analysis to evaluate which students have taken applied STEM courses and at which ability level. From this, a common set of applied STEM courses is determined across this nationally representative dataset. Next, this study relies on a linear regression model of math achievement where the dependent variable is a standardized math score. Independent covariates include measures as to whether or not a student had taken applied STEM courses, academic math courses taken by the student, and a range of controls. Findings Students who take an applied STEM course had higher math scores than their peers who did not take an applied STEM course, all else equal. These courses may be particularly beneficial for those students who are less oriented toward advanced math. Conclusions/Recommendations Applied STEM courses can be used to support learning in math instructed elsewhere in the curriculum, particularly for those students at the lower end of the math pipeline. In providing hands-on learning, often with technology and with direct application to concrete occupationally specific problems, applied STEM courses may serve as a critical means to support an understanding of concepts taught in lower level math pipeline courses.

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