scholarly journals E-textiles: An interdisciplinary approach

2020 ◽  
Vol 13 (6) ◽  
Author(s):  
Kari Saasen Strand ◽  
Peter Haakonsen ◽  
Laila Belinda Fauske
Keyword(s):  
Problem Solving ◽  
Continuing Education ◽  
Computational Thinking ◽  
Interdisciplinary Approach ◽  
Educational Context ◽  
Art And Design ◽  
Starting Point ◽  
Shed Light

This article aims to shed light on e-textiles as a fusion of different skills. The empirical starting point is a workshop on e-textiles offered to a group of teachers attending a continuing education course in art and design. The study adopts self-ethnography. Using anonymous reflection notes from the workshop, the article discusses e-textiles as an arena to enhance problem solving through practical explorational work. This involves interdisciplinarity, crafting skills and computational thinking. Focusing on two categories, namely I) material knowledge and sustainability and II) electronics knowledge and interdisciplinarity, this study shows that time is an important factor when exploring e-textiles in an educational context. In e-textiles, crafting, circuitry, programming and sustainable thinking can be combined in an interdisciplinary and productive mash-up encouraging problem solving.

scholarly journals Computational thinking using ICT in Chemical education: a research record in Amazonas/Brazil Region

2021 ◽  
Vol 10 (11) ◽  
pp. e297101113459
Author(s):  
Eleonora Celli Carioca Arenare
Keyword(s):  
Public Schools ◽  
Continuing Education ◽  
Chemical Education ◽  
Computational Thinking ◽  
The State ◽  
Department Of Education ◽  
Educational Context ◽  
Chemistry Teachers ◽  
The City ◽  
Education Courses

The research records of the last decade bring a systemic look, which involves historicity and triggers strategies with perspectives to solve problems and dilemmas that involve the educational context. The article addresses the difficulties that teachers have in integrating ICT as a motivating tool for the problem of the lack of interest of students in chemistry classes. The observation was made with chemistry teachers from thirteen public schools in the city of Manaus in the Midwest Zone, the State Department of Education of Amazonas - SEDUC. The results obtained through the questionnaires applied were tabulated and analyzed using the Likert scale, demonstrating how insufficient this integration is. The implications of this research address the difficulties that need to be overcome in relation to the computational thinking of chemistry teachers, bringing perspectives on the need for continuing education courses for professionals involved with this science.

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Multiwavelength Observations of Fast Radio Bursts

Universe ◽  
2021 ◽  
Vol 7 (3) ◽  
pp. 76
Author(s):  
Luciano Nicastro ◽  
Cristiano Guidorzi ◽  
Eliana Palazzi ◽  
Luca Zampieri ◽  
Massimo Turatto ◽  
...  
Keyword(s):  
Radio Burst ◽  
High Energy ◽  
Medium Size ◽  
Radio Bursts ◽  
Starting Point ◽  
Key Points ◽  
Fast Radio Burst ◽  
Theoretical Results ◽  
Observational Strategy ◽  
Shed Light

The origin and phenomenology of the Fast Radio Burst (FRB) remains unknown despite more than a decade of efforts. Though several models have been proposed to explain the observed data, none is able to explain alone the variety of events so far recorded. The leading models consider magnetars as potential FRB sources. The recent detection of FRBs from the galactic magnetar SGR J1935+2154 seems to support them. Still, emission duration and energetic budget challenge all these models. Like for other classes of objects initially detected in a single band, it appeared clear that any solution to the FRB enigma could only come from a coordinated observational and theoretical effort in an as wide as possible energy band. In particular, the detection and localisation of optical/NIR or/and high-energy counterparts seemed an unavoidable starting point that could shed light on the FRB physics. Multiwavelength (MWL) search campaigns were conducted for several FRBs, in particular for repeaters. Here we summarize the observational and theoretical results and the perspectives in view of the several new sources accurately localised that will likely be identified by various radio facilities worldwide. We conclude that more dedicated MWL campaigns sensitive to the millisecond–minute timescale transients are needed to address the various aspects involved in the identification of FRB counterparts. Dedicated instrumentation could be one of the key points in this respect. In the optical/NIR band, fast photometry looks to be the only viable strategy. Additionally, small/medium size radiotelescopes co-pointing higher energies telescopes look a very interesting and cheap complementary observational strategy.

Radical Tense-Indexical Historicality and the De Se

KronoScope ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 7-27
Author(s):  
Carl Humphries
Keyword(s):  
Alternative View ◽  
The Past ◽  
Starting Point ◽  
De Se ◽  
Temporal Expressions ◽  
The Subject ◽  
The One ◽  
Self Reference ◽  
A Current ◽  
Shed Light

Abstract “Being is said in many ways,” claimed Aristotle, initiating a discussion about existential commitment that continues today. Might there not be reasons to say something similar about “having been,” or “having happened,” where these expressions denote something’s being located in the past? Moreover, if history – construed not only as an object of inquiry (actual events, etc.) but also as a way of casting light on certain matters – is primarily concerned with “things past,” then the question just posed also seems relevant to the question of what historical understanding amounts to. While the idea that ‘being’ may mean different things in different contexts has indisputable importance, the implications of other, past-temporal expressions are elusive. In what might any differences of substantive meaning encountered there consist? One starting point for responding – the one that provides the subject matter explored here – is furnished by the question of whether or not a certain way of addressing matters relating to the past permits or precludes forms of intelligibility that could be said to be ‘radically historical.’ After arguing that the existing options for addressing this issue remain unsatisfactory, I set out an alternative view of what it could mean to endorse or reject such an idea. This involves drawing distinctions and analogies connected with notions of temporal situatedness, human practicality and historicality, which are then linked to a further contrast between two ways of understanding the referential significance of what is involved when we self-ascribe a relation to a current situation in a manner construable as implying that we take ourselves to occupy a unique, yet circumstantially defined, perspective on that situation. As regards the latter, on one reading, the specific kind of indexically referring language we use – commonly labelled “de se” – is something whose rationale is exhausted by its practical utility as a communicative tool. On the other, it is viewed as capturing something of substantive importance about how we can be thought of as standing in relation to reality. I claim that this second reading, together with the line of thinking about self-identification and self-reference it helps foreground, can shed light on what it would mean to affirm or deny the possibility of radically historical forms of intelligibility – and thus also on what it could mean to ascribe a plurality of meanings to talk concerning things being ‘in the past.’

Deriving a Gamified Learning-Design Framework Towards Sustainable Community Engagement and Mashable Innovations in Smart Cities

2018 ◽  
Vol 9 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Chien-Sing Lee ◽  
Kuok-Shoong Daniel Wong
Keyword(s):  
High School Students ◽  
Community Engagement ◽  
Success Factors ◽  
Smart Cities ◽  
Meta Analysis ◽  
Computational Thinking ◽  
School Students ◽  
Art And Design ◽  
Gamified Learning ◽  
Design Factors

Science, technology, engineering and mathematics (STEM) and the inclusion of art and design into STEM (STEAM) as a mediator are increasingly emphasized in innovation and entrepreneurial blueprints across countries due to smart cities. Knowledge creation/construction towards a thriving ecosystem however, is not a given. This exploratory study aims to derive design factors for community engagement and possible mashable opportunities/innovations in smart city communities. We present a meta-analysis of two gamified media-model maker opportunities carried out among Malaysian high school students. These are designed based on computational thinking and different design theories which take into account: a) deriving design factors/requirements (success factors) and barriers to gamified learning; b) mapping and intertwining of different models as genetic blueprint for gamified learning; c) refinement of the authors' socio-cognitive-HCI framework; d) possibilities for personalized inclusive design.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals Violence in social memory intimate beliefs regarding operation storm in the Croatian and Serbian publics

2008 ◽  
Vol 19 (1) ◽  
pp. 43-68
Author(s):  
Gordana Djeric
Keyword(s):  
Social Relationships ◽  
Social Memory ◽  
The Other ◽  
Silence Suppression ◽  
Starting Point ◽  
The One ◽  
Performance Character ◽  
The Relationship ◽  
Shed Light ◽  
Manipulation Strategy

This text is part of a research conducted under the working title "What do we talk about when we are silent and what are we silent about when we are talking? - premises for the anthropology of silence about the nearest past." In the first part the author investigates the meaning of silence in the Croatian and Serbian press right before and during Croatia's Operation Storm. The ratio between silence, suppression of information and forgetting, on the one hand, and social memory, on the other, has been elaborated in the final part of the text by following reports about the anniversaries of Operation Storm in both Croatian and Serbian publics. The starting point lies in the belief that the phenomenon of silence (and suppression of information), being an immanent part of each discourse, represents an important factor in the creation of social relationships and system of value models, that it has important communication and cognitive functions and that the performance character lies in its essence. In short, silence makes it possible to form the prevailing image about this event, even if it does not construct it indirectly - through speech. The author has elaborated on the meaning of silence in the context of Operation Storm partly because studies about the breakup of Yugoslavia frequently mention silence as a manipulation strategy employed by some of the sides in the conflict (or analysts dealing with Yugoslav topics), while not a single study systematically investigates the semantic of silence and suppression of information in these conflicts. Most importantly, taking into account the frequency of direct silence in the newspaper discourse and rhetoric strategies that point at silence indirectly from the context and discourse, the author focuses on the relationship between the event (situation) and silence. In order to shed light on the way in which Operation Storm is remembered, i.e. forgotten, in the stakeholders' publics and political imageries, she follows the dailies - Vecernje Novosti Politika, Danas (Belgrade) - Vecernji List, Jutarnji List, Magazin supplement of the Jutarnji List (Zagreb), as well as texts about Operation Storm in weeklies such as the NIN and Vreme of Belgrade or Globus of Zagreb in the period between August 2, 1995 and mid-August 2006.

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