Who participates in computer science education studies? A literature review on K-12 subjects

Computer science education (CSEd) research within K-12 makes extensive use of empirical studies in which children participate. Insight in the demographics of these children is important for the purpose of understanding the representativeness of the populations included. This literature review studies the demographics of subjects included in K-12 CSEd studies. We have manually inspected the proceedings of three of the main international CSEd conferences: SIGCSE, ITiCSE and ICER, of five years (2014–2018), and selected all papers pertaining to K-12 CSEd experiments. This led to a sample of 134 papers describing 143 studies. We manually read these papers to determine the demographic information that was reported on, investigating the following categories: age/grade, gender, race/ethnic background, location, prior computer science experience, socio-economic status (SES), and disability. Our findings show that children from the United States, boys and children without computer science experience are included most frequently. Race and SES are frequently not reported on, and for race as well as for disabilities there appears a tendency to report these categories only when they deviate from the majority. Further, for several demographic categories different criteria are used to determine them. Finally, most studies take place within schools. These insights can be valuable to correctly interpret current knowledge from K-12 CSEd research, and furthermore can be helpful in developing standards for consistent collection and reporting of demographic information in this community.

II International Scientific and Theoretical Conference «ADVANCED DISCOVERIES OF MODERN SCIENCE: EXPERIENCE, APPROACHES AND INNOVATIONS»

Papers of participants of the II International Multidisciplinary Scientific and Theoretical Conference «Advanced discoveries of modern science: experience, approaches and innovations», held on October 29, 2021 in Amsterdam are presented in the collection of scientific papers.

THE UNIVERSAL MEANING OF THE SAMANYA AND VISHESHA CONCEPT IN PERSPECTIVE OF AYURVEDA

In Ayurveda, there is a central concept referred to as the principle of Samanya (likeness) and Vishesha (difference). While within the sense of yuktivyapashraya (rational medicine) in Ayurveda the concept was ultimately advocated, we might wish to argue here that it's universal applicability in Ayurveda, through systems and realms of data, including science, technology, and humanities, also as empirical, experiential and traditional systems of data. Aims: We illustrated the universal importance of the idea of Samanya and Vishesha, taking samples of a number of the foremost well-known ecological, economic and social problems. Obviously, these concerns are often of greater importance to public health, it’s the new order of thought to hold out an Ayurveda idea from its premises. So as to decipher other fundamental concepts of Ayurveda from the attitude of their broader applicability, and thus their robustness, the path-breaking insights offered have important implications. Conclusions: We've shown how forward future Ayurveda research to create a knowledge domain in contemporary society for evidence-based clinical practice. In short, as seen here by the study of three cases, the concept of Samanya and Vishesha has good applicability.Rather, some of these are so robust that they are widely applicable across structures and fields of knowledge, including science, technology and humanities, as well as science, experience and conventional knowledge systems, as applicable from Ayurveda.

From The Editor: Clinical Decision Science: Experience can be shared; can it be taught?

The editor reflects on the biopsychosocial model of clinical decision making and whether it can be taught in clinical medicine.

Science Experience as correlate of student learning outcome

Biology as the science of life is designed ultimately to educate individuals so that they can acquire knowledge about the basic essentials of living things and those of their community. Therefore, In this paper, we want to examine whether the students experiences in Biology Class will accomplish understanding and success in the learning outcome. Our sample is 500 Secondary School II students in Akinyele Local Government of Oyo state, in Biology Class. We used a survey design of the correlational type. Instruments used are Students Attitude to Biology Questionnaire (r=0.83), Science Experiences Inventory in Biology (r=0.72), and Students Achievement Test in Biology (r=0.76). The study reveals that the relative effect of Science experiences on attitude (?=0.228, t = 5.128; p<0.05) was significant, a negative, non-significant relationship between science experience (r = -0.024; p>0.05) and students’ achievement in Biology. Therefore, the findings of the study show that Science experience was the independent variable that strongly predicts students' attitude to Biology. Students should therefore be exposed to science experiences that will enhance a better attitude to Biology.