Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education

The standards for mathematical practice describe varieties of expertise that mathematics educators should develop in their students, including NCTM process standards (problem solving, reasoning and proof, communication, representation, and connections), NRC's report “Adding It Up” (adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition), common core state standards in mathematics (ICT application) to support mathematics teaching and learning. There is a need to provide effective ways that technology can be integrated into mathematics classrooms. Mathematical methods and techniques are typically used in engineering and industrial fields. It can also become an interdisciplinary subject motivated by engineers' needs. Mathematical problems in engineering result in rigorous engineering application carried out by mathematical tools. Therefore, a solid understanding and command of mathematical knowledge is very necessary. This chapter presents the introduction of currently available ICTs and their application of to create e-learning environments to prepare for the students' future engineering education.

Transdisciplinary Research in Sustainable Scientific Education in the Field of Urbanism and Architecture

The chapter presents a case study based on transdisciplinary research, which was conducted at the Faculty of Architecture in Podgorica and is an innovation in architectural and urban practice of higher education in Montenegro. The study is based on the view that autonomous action of disciplines in the case of architecture and urbanism as multidisciplinary activities is limited, and an integrated approach to solving complex problems in the urban system is required. A global approach to research and solving urban issues is an important actor of sustainable development, where universities are central in this process. Collaborative educational discourses with a high degree of cooperation can develop an adequate platform for responses to the complex issues of the urban system. Producing experts with a developed awareness of a comprehensive understanding of the problem and transdisciplinary collaborative knowledge can strongly contribute to sustainable improvement, control, and management of urban spaces.

Interdisciplinary Problem-Based Learning Practices in Higher Education

More and more students in higher education are enrolling on interdisciplinary programs. This phenomenon occurs since universities are breaking the boarders of a single subject area. At the university of Nicosia, the lecturer of two interdependent courses: MGT-372 Management of Innovation and Technology and MIS-151 Business Software Applications attempted to bring together students from different disciplines to explore the two topics. More specifically, through Interdisciplinary Problem-Based Learning (IPBL), the lecturer (author) aimed to eliminate the fragmentation and the learning of isolated skills and investigate students' motivation for learning and their level of active engagement through the use of technology (Google Apps). To address the above, the study employed a case study approach, collecting qualitative data through student focus groups, online/in-class observations, and lecturers' comments. The study showed that students seemed intrigued and satisfied working on interdisciplinary tasks, shared prior and newly researched knowledge, as well as acquired an integrated viewpoint and solution-focused strategies deriving from those disciplines.

Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences

The use of small collaborative learning teams in STEM classrooms is not new to the field of education. At the undergraduate level, evidence continues to accumulate that organizing students into groups in which they engage in knowledge construction by completing active learning tasks is an effective means to achieve student-learning objectives. However, this teaching method is rarely used by postsecondary faculty, especially in large-enrollment classes. An argument for the efficacy of this method is presented in three parts. This chapter first outlines the theoretical basis for collaborative group learning. Grounded in the literature, this theory is then translated into practice by discussing evidence-based advantages and challenges to creating collaborative learning environments. The chapter concludes with a discussion of a case study examining how the first author has implemented this method of collaborative instruction with a unique means of structuring groups within a large-enrollment non-majors biology classroom.

The Inclusion of Multidisciplinary Research in Science Teaching

The educational process is described as a method whereby knowledge, skills, beliefs, values, and methods are transferred from one person to another. This chapter describes a series of research projects carried out from 1998 to 2013 that attempted to establish an effective process conducive to the transfer of chemistry and physics knowledge. The powerful combination of research and online studies with the latest technological tools are also discussed in this chapter. The chapter also provides the START model that signifies how different contexts may actually influence core learning. This further emphasizes the importance of the inclusion of research in teaching and how it provides a fourth dimension to teaching. This work also elaborates the importance of the multidisciplinary research-based teaching and how it promotes independent thinking and flexibility among learners.

Traditional Teaching and Its Effect on Research-Based Teaching

Land-based institutions that use traditional teaching methods have very well documented methods for providing students with the necessary skills, experience, and knowledge for becoming extremely productive scientists in different research areas that are traditional (chemistry, biology, and microbiology) and interdisciplinary (biochemistry, bioinformatics, and computational chemistry) in nature, and they have very few problems when transitioning into any research environment. However, online institutions do not have a well-documented history of students transitioning into land-based institution or research intensive environments. Within this case study, the authors express ways to help meet the needs of the students and educate students in becoming better scientists who have been educated in online institutions by using methods from land-based institutions and implementing other forms of technology into the classroom. The authors explore instruction, knowledge, and experience, and suggest how online science instruction can be supplemented with experience and technology that can increase their experience and knowledge to allow them to become better scientists.

Presenting Physics Content and Fostering Creativity in Physics among Less-Academically Inclined Students through a Simple Design-Based Toy Project

One of the emphases of 21st century science education is in producing students who are creative and who can contribute to the economy. Physics affords immense scope in this regard. This study illustrates an instructional teaching approach to present the physics concepts of density and forces in liquids to kinesthetic students and, at the same time, offers an avenue to foster creativity among them through the fabrication of variants of a popular physics toy: the Cartesian diver. It was conducted during curriculum time in a physics laboratory. Results showed that the students were able to showcase their creative abilities through knowledge from physics in this design-based toy project. Students found the pedagogical approach suitable for learning physics content and also a fun way to showcase their creative abilities through knowledge from physics. They also developed positive attitudes towards studying physics after going through this project.

Developing a Research-Informed Teaching Module for Learning about Electrical Circuits at Lower Secondary School Level

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

Martial Arts and Physics

Many students perceive physics to be a difficult subject without any practical applications to their daily lives. Without the appropriate guidance, students will continue to lose interest in the sciences and will be hesitant to explore possible careers in the science disciplines. Accordingly, this research project examined the use of an annual physics day to promote active engagement amongst high school and college students in the study of physics, in addition to the success of the novel teaching of physics 100 classes through the martial arts. Both activities yielded high success rates that also proved that multidisciplinary teaching techniques could aid in raising the interest of students in physics.

Implementing the Understanding by Design Framework in Higher Education

This chapter describes an organizational initiative to develop and implement the Understanding by Design (UbD) curriculum-planning framework to improve learning outcomes for teacher candidates and their students during clinical experiences and in their future classrooms. This case study explores a pedagogical approach that has met with success in working with teacher candidates. The focus is on a narrow range of knowledge, skills, and dispositions related to effective teaching in science education: the ability to design, plan, and implement curriculum. Curriculum design using the Understanding by Design (UbD) Framework is a high priority when moving from simply covering subject matter to ensuring deep understanding. Using “Backward Design” helped many teacher candidates develop skills to plan effective science curriculum, units, and lessons. The experiences of two teacher education programs in building teacher candidates' skills in planning and implementing science education curriculum using the UbD Framework are presented in this case study.