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2022 ◽  
Vol 8 (1) ◽  
pp. 209-215
Yusuf Yusuf

The purpose of this research is to improve students' critical thinking skills towards environmental problems through mini-project practicum activities on the concept of understanding public perceptions of environmental problems. This research is descriptive research using a qualitative approach. The subjects in this study were Semester II class E students who took Environmental Science courses in the Even Semesters of the 2019/2020 Academic Year. The instrument used to measure critical thinking skills using indicators developed by Ennis are 1) Elementary, 2) Clarification Basic Support, 3) Inference, 4) Advanced Clarification, 5) Strategies and Tactics. Results The average critical thinking ability of 20 students is in the medium category (average score of 69.54). Of the 20 students, 10% were in the very high category, 30% in the high category, 25% in the medium category, and 35% in the low category. Indicators of students' critical thinking in 5 aspects, each of which has an average value that is in the medium category

2022 ◽  
pp. 197-222
Michail Kalogiannakis ◽  
Kalliopi Kanaki

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

Erika A. Patall ◽  
Jeanette Zambrano ◽  
Alana A. U. Kennedy ◽  
Nicole Yates ◽  
Joseph A. Vallín

Webology ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 273-294
Ainash Davletova ◽  
Zhanat Kopeev ◽  
Madina Yermagambetova ◽  
Akmaral Kasymova ◽  
Gulmira Balgozhina ◽  

The purpose of the study is to consider problems of continuity of computer science education at the school and university levels. This article analyses the main reasons for the lack of continuity at the tertiary level. The continuity of learning providing the interrelation between different levels of life-long learning is one of the approaches to solve the problem of improving the quality and efficiency of the educational process. The results of the study reveal that different levels of computer science training for school leavers are needed to solve this problem. In respect to the analysis of the main conditions for planning the teaching process, differentiated teaching is recommended as a good solution to the situation.

2021 ◽  
Vol 6 (2) ◽  
Zhenqiang Wang ◽  
Mingna Jia

Why build a "Science Museum" in primary school? How to develop and implement "Science Museum" project? In this paper, the practice of Group of Xiao Xiao Science and Engineering in the Science Museum of Primary School Attached to Nanjing Xiaozhuang University is taken as an example. The Science Museum introduces learning new curriculum standard, putting the new concept into practice, promotion the Science Museum with the Science and technology activities and science courses organic integration. At the same time, it also discusses how to develop the curriculum by relying on the Group of Xiao Xiao Science and Engineering. To promote the "little gentleman" system, Developing a new learning model of the Group of Xiao Xiao Science and Engineering.

2021 ◽  
Armstrong Lee Agbaji

Abstract The most common challenge facing the oil industry in the Age of AI is talent scarcity. As digital transformation continues to redefine what it takes to work in the industry, staying relevant in the industry will require knowledge and understanding of the underlying technologies driving this transformation. It also requires a re-evaluation of how next generation petrotechnical professionals are nurtured, educated, and trained. The human talent that is needed in the Age of AI is different, and simply obtaining a science or engineering degree will no longer suffice to survive and thrive in the industry. While it is vitally important that students continue to take fundamental engineering and science courses and learn industry-specific skills, we must recognize when an existing curriculum or way of teaching and learning has either run its course or has evolved. This paper examines how artificial intelligence will impact the training and development of the industry's future workforce and what organizations must do to retain existing talents while at the same time developing new ones, so they are not rendered irrelevant by AI. It proposes novel ways by which practical digital transformation and energy transition technologies can be integrated into core oil and gas education and training curriculum. It also outlines various innovative ways that academic institutions can join forces with industry to educate and train technical professionals, who, right out of college are sufficiently grounded to analyze, evaluate, and communicate data findings to drive better business decisions. For students and young professionals, it lays out the roadmap to readiness, and how to thrive in a digitally transformed world, as well as several ways to robot-proof their career and stay ahead of the curve. The task of training industry leaders of the future is enormous, sensitive, and demanding. The ability of next generation petrotechnical professionals to succeed in the digital age, and compete in a data-centric world, depends on their ability to develop, adopt, and apply next generation skills. Having the right mix of skills is not only essential to their success, it is critical to the survival of the industry. In the Age of AI, classroom learning needs to be deemphasized and experiential learning needs to be emphasized. The workforce of the future will be dominated by people with analytics skills and capabilities. Preparing next generation professionals for the future of work calls for a re-evaluation, re-design and recasting of the synergy between academia and industry. Universities and industry will need to routinely intersect to create symbiosis and enhance our educational system. Success will depend on sustained partnership and collaboration, not merely shifting the problem to one another.

Animals ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 3432
Giuliano M. Corte ◽  
Melanie Humpenöder ◽  
Marcel Pfützner ◽  
Roswitha Merle ◽  
Mechthild Wiegard ◽  

According to the European Directive 63/2010/EU, education and training involving living rats and mice are classified as an animal experiment and demands the implementation of the 3Rs. Therefore, as a method of refinement, rat and mouse simulators were developed to serve as an initial training device for various techniques, prior to working on living animals. Nevertheless, little is known about the implementation, anatomical correctness, learning efficiency and practical suitability of these simulators. With this in mind, a collaborative research project called “SimulRATor” was initiated to systematically evaluate the existing rat and mouse simulators in a multi-perspective approach. The objective of the study presented here was to identify the anatomical strengths and weaknesses of the available rat and mouse simulators and to determine anatomical requirements for a new anatomically correct rat simulator, specifically adapted to the needs of Laboratory Animal Science (LAS) training courses. Consequently, experts of Veterinary Anatomy and LAS evaluated the anatomy of all currently available rat and mouse simulators. The evaluation showed that compared to the anatomy of living rats and mice, the tails were perceived as the most anatomically realistic body part, followed by the general exterior and the limbs. The heads were rated as the least favored body part.

2021 ◽  
Vol 20 (4) ◽  
Tasneem F. Mohammed ◽  
Erika M. Nadile ◽  
Carly A. Busch ◽  
Danielle Brister ◽  
Sara E. Brownell ◽  

This study of 2111 undergraduates examined the impact of online science courses on their anxiety. More than 50% of students reported experiencing at least moderate anxiety in online science courses. Aspects of online learning that increase and decrease anxiety are identified, and actions that instructors can take to lessen anxiety in online science courses are offered.

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