Developing Pre-Service Teachers' STEM Skills With Raspberry Pi Activities

2021 ◽  
pp. 327-351
Author(s):  
Georgios Bampasidis ◽  
Apostolia Galani ◽  
George Koutromanos
Keyword(s):  
Problem Solving ◽  
Qualitative Analysis ◽  
Real World ◽  
Raspberry Pi ◽  
Effective Strategy ◽  
Learning Potential ◽  
Primary School Teachers ◽  
School Knowledge ◽  
Real World Problem ◽  
Real World Problems

The aim of this study was to explore the development of pre-service primary school teachers' STEM skills with Raspberry Pi activities. Data were collected from 16 pre-service teachers through semi-constructed interviews, reports, and a questionnaire. The results of the qualitative analysis showed that the participants developed the STEM skills mentioned in the literature such as confidence, computing, problem-solving, creativity, technological skills, and enhanced the learning potential of robotics. Moreover, the ready-to-use Python codes on Raspberry Pi platform could be an effective strategy for pre-service teachers with lack of programming to provide solutions on real-world problems. In addition, the participants successfully connected the Raspberry Pi, sensor kits, and Python scripts with real-world problems. This equipment motivated them to transpose a real-world problem to school knowledge. According to the results the combination of Raspberry Pi, sensors, and Python helped the participants upskill in computing.

Developing Pre-Service Teachers' STEM Skills With Raspberry Pi Activities

2022 ◽  
pp. 442-466
Author(s):  
Georgios Bampasidis ◽  
Apostolia Galani ◽  
George Koutromanos
Keyword(s):  
Problem Solving ◽  
Qualitative Analysis ◽  
Real World ◽  
Raspberry Pi ◽  
Effective Strategy ◽  
Learning Potential ◽  
Primary School Teachers ◽  
School Knowledge ◽  
Real World Problem ◽  
Real World Problems

The aim of this study was to explore the development of pre-service primary school teachers' STEM skills with Raspberry Pi activities. Data were collected from 16 pre-service teachers through semi-constructed interviews, reports, and a questionnaire. The results of the qualitative analysis showed that the participants developed the STEM skills mentioned in the literature such as confidence, computing, problem-solving, creativity, technological skills, and enhanced the learning potential of robotics. Moreover, the ready-to-use Python codes on Raspberry Pi platform could be an effective strategy for pre-service teachers with lack of programming to provide solutions on real-world problems. In addition, the participants successfully connected the Raspberry Pi, sensor kits, and Python scripts with real-world problems. This equipment motivated them to transpose a real-world problem to school knowledge. According to the results the combination of Raspberry Pi, sensors, and Python helped the participants upskill in computing.

Real-World Problems as Contexts for Proof

2001 ◽  
Vol 94 (9) ◽  
pp. 724-728
Author(s):  
Ted Hodgson ◽  
Kate J. Riley
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Secondary Level ◽  
Real World Problem ◽  
Structural Aspects ◽  
Real World Problems

When one thinks of proof, one typically thinks of the abstract, structural aspects of mathematics. Proof is used, in conjunction with logic, to establish the truth of mathematical statements and to connect these statements with others in mathematics. At the secondary level, students prove statements in geometry, algebra, or calculus. These “truths” can then be used to solve real-world problems. However, proof and real-world problem solving are typically considered to be separate and distinct endeavors.

Systems theories

2018 ◽  
Author(s):  
Marc J. Stern
Keyword(s):  
Social Networks ◽  
Problem Solving ◽  
Natural Resources ◽  
Real World ◽  
Common Pool Resources ◽  
Ecological Systems ◽  
Effective Governance ◽  
Social Ecological Systems ◽  
Social Ecological ◽  
Real World Problem

This chapter covers systems theories relevant to understanding and working to enhance the resilience of social-ecological systems. Social-ecological systems contain natural resources, users of those resources, and the interactions between each. The theories in the chapter share lessons about how to build effective governance structures for common pool resources, how to facilitate the spread of worthwhile ideas across social networks, and how to promote collaboration for greater collective impacts than any one organization alone could achieve. Each theory is summarized succinctly and followed by guidance on how to apply it to real world problem solving.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

scholarly journals Preparing Biomedical Engineers For Real World Problem Solving

2020 ◽  
Author(s):  
David Kelso ◽  
John D. Enderle ◽  
Kristina Ropella
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Real World Problem

The Effects of Elaboration in Creativity Tests as it Pertains to Overall Scores and How it Might Prevent a Person From Thinking of Creative Ideas During the Early Stages of Brainstorming and Idea Generation

2015 ◽  
Author(s):  
Caitlin Dippo ◽  
Barry Kudrowitz
Keyword(s):  
Problem Solving ◽  
Negative Correlation ◽  
Real World ◽  
Idea Generation ◽  
Occurrence Rate ◽  
The Novel ◽  
Strong Negative Correlation ◽  
Relative Occurrence ◽  
Real World Problem ◽  
Creative Solutions

Previous studies have found that the first few ideas we think of for a given prompt are likely to be less original than the later ideas. In this study, 460 participants were given the Alternative Uses Test (AUT) where they were asked to list alternative uses for a paperclip, creating a database of 235 unique answers, each having a relative occurrence rate in that pool. It was found that later responses were significantly more novel than early responses and on average the originality of responses exponentially increased with quantity. A closer look at this data reveals that a person is likely to have a lower overall originality score if he or she has more elaborate responses. 89 of these participants were also given the Abbreviated Torrance Test For Adults (ATTA) and the data from both tests was used to study relationships between elaboration, fluency, and originality. The data from the AUT reveals a strong negative correlation between an individual’s average number of words per response and his or her average originality score. It is hypothesized that people who spend more time writing multiple-word responses have less time to generate many different ideas thus hindering their ability to reach the novel ideas. Similarly, the ATTA reveals that after two extraneous details, elaboration on a drawing will negatively impact fluency and originality scores. This is not to say that elaborate ideas cannot be original, but rather that in time-limited situations, elaboration may hinder the production of original ideas. In applying this to real world problem solving and idea generation, it is suggested that people may prevent themselves from finding creative solutions if too much time is spent on discussing the first few suggested ideas from a brainstorming session. It is suggested that a more effective brainstorming session will delay discussion until a significant number of ideas are generated.

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