2,796 research outputs found

    Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

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    The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

    A scholarly contribution to educational praxis

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    This publication contains original research targeting scientific specialists in the field of education. Not only is the disposition of its research endeavours grounded on a philosophical basis, it is also embedded in the empirical. The research methodology of each chapter emanates from applicable philosophical assumptions in the form of an applicable theoretical and conceptual framework. The latter forms a firm basis for the application of sound empiricism. Both qualitative and quantitative empirical approaches were alternatively applied in the various chapters. The content of each chapter was meticulously analysed before being finally accepted. In response to the call for chapters, 26 abstracts were received. After evaluation of these abstracts, 24 authors were granted the opportunity of submitting full manuscripts for evaluation. Subsequently the latter were submitted to a rigorous double-blind peer review process. These manuscripts were submitted to at least two or three specialist reviewers in their particular fields of specialisation. All of these review reports are preserved and kept for enquiry and assessment. The content of the current book was chosen from a selection for a 2014 publication which did not obtain a subsidy from the DHET, titled Nuances of Teaching Learning and Research, published by AndCork Publishers. After careful re-evaluation, a much smaller number of chapters was selected, substantially reworked and considerably extended, after which the chapters were again submitted to a double-blind peer review process. Ultimately, of the 26 abstracts originally received only 10 were finally accepted as suitable for publication in the current volume. Finally, in terms of the requirements set by clause 6.12 of the Department of Higher Education and Training policy on reworked publications, this book now contains more than 50% original content not published before. The content of this book adds to the body of scholarly knowledge in education. In his evaluation of the book, Acting Executive Dean, Faculty of Education and Training, Professor Akpovire Oduaran, made the following remarks: To a large extent, the ideas put together in this book have come from data generated not just from literature found in books and journals but actual interactions with educators and the learning environment. So then, what the reader is offered in this volume is the articulation of ideas that have been interrogated, structured and presented in surprisingly simplistic and yet incisive and academically enriching content that can match the standards of scholarship that is available in the Western World. Yet, what makes this book so welcome, relevant and timely, is the fact that it is built around Afrocentric theories and practices such as one may find in imported literature

    Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

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    Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

    Abstracts of Recent Leopold Center Projects

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    Read abstracts of research, education and demonstration projects that received funds from the Leopold Center. The 32-page document includes more than 350 grant projects completed from 1996 through 2014, listed by topic and year of completion

    The future of Cybersecurity in Italy: Strategic focus area

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    This volume has been created as a continuation of the previous one, with the aim of outlining a set of focus areas and actions that the Italian Nation research community considers essential. The book touches many aspects of cyber security, ranging from the definition of the infrastructure and controls needed to organize cyberdefence to the actions and technologies to be developed to be better protected, from the identification of the main technologies to be defended to the proposal of a set of horizontal actions for training, awareness raising, and risk management

    Effects of Task Clarification and an Adaptive Computer Software on Implementation of Mand Training using an iPad® as a Speech Generated Device

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    Mand training is an evidence-based instructional method and a primary focus in behavioral language training for children with autism. A rapidly growing research base supports manding training using hand-held computing technologies (e.g., iPad®, iPod®) as speech generating devices (SGD) for establishing a manding repertoire in children with autism. To ensure optimal learning efficacy and efficiency, procedures must be implemented with high levels of accuracy, which requires that staff be well-trained. However, research evaluating methods for training staff to implement mand training procedures with the iPad® and application Proloquo2Go™ as an SGD has not yet been conducted. Therefore, this study examined the effectiveness of job aids followed by Train to Code, an interactive observation and behavioral coding software system to teach preschool teachers to implement mand training using the iPad® as an SGD with the application Proloquo2Go™. The TTC training programs used errorless training procedures with performance-based feedback to train expert observation and coding of behavioral events (i.e. mand training sequential components) via video files. As demonstrated in a multi-component within a multiple probe design across participants, all participants’ teaching accuracy increased following the initiation of the job aid condition; however, TTC was required to establish high levels of accuracy of mand training procedures during role-play sessions with a confederate. In addition, results indicated improved performance relative to baseline during instructional sessions with a child with autism or a developmental delay, and performance accuracy maintained at one-month follow-up. These results suggest that job aids followed by TTC may be an effective and feasible method for training individuals to implement mand training using an iPad® and the application Proloquo2Go™

    Games for Learning: Which Template Generates Social Construction of Knowledge

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    The purpose of this study was to discover how three person teams use game templates (trivia, role-play, or scavenger hunt) to socially construct knowledge. The researcher designed an experimental Internet-based database to facilitate teams creating each game. Teams consisted of teachers, students, hobbyist, and business owners who shared similar interests and goals of creating knowledge to share with others. Four main questions guided the research. The first question and its sub questions seek a quantifiable measure of how social construction of knowledge occurs during the game creation process. The Interaction Analysis Model (IAM) (Gunawardena et al., 1997) was used to measure the lower and higher levels of knowledge created by each team. The first question asked which game template (trivia, role-play, or scavenger hunt) generates social construction of knowledge (SCK) with sub-questions that studied the lower and higher SCK phases of the IAM. Questions two and three captured qualitative aspects of the participants experience creating knowledge games. Question four adds additional quantifiable analysis based on system usage data. The study deployed a quasi-experimental mixed methods research method. The broad framework of this study — communities of practice, knowledge creation and measurement, and experimental constructivist learning — called for quantitative and qualitative data to understand how SCK occurs online through games. The researcher was at the center of data collection by recruiting participants, designing the system, and collecting research data. Data collection lasted for a span of nine months. Demographic surveys, coding and ANOVA testing of computer messages for SCK using the IAM Model, a thematic review and content analysis of interviews, observations, analysis of game completion surveys, and a report of system usage data encompass the data analysis for this study. All templates generated SCK according to the IAM Model\u27s definition of social construction of knowledge even though there was no statistical significance in terms of which game template was superior in generating SCK coding. Teams initially struggled with the format of the system and messaging system, but gained familiarity by the second and third games. The majority of the games created in this study were rated by the researcher as containing relevant and well written content. The researcher found that familiarity of teammates with one another, complexity of the system, collaboration, contributions, and communication tendencies within each template, and limitations of the technology as factors that influence how SCK occurs. All three game templates generated SCK as supported by findings from mixed methods research. Participants preferred to construct knowledge using the trivia template because of its ease-of-use and straight-forwardness. Role-play offered engaging complexity; even though it was short and simple, discussion and disagreements were needed to construct the activity. Scavenger hunt was found to be an intriguing template for teams to create in-depth activities and share with others, despite taking the most amount of time and writing to complete. Overall, participants expressed optimism for using the system to create knowledge games in order to share with others. Future researchers must employ mixed-methods research when studying custom-built SCK systems. Other suggestions include recruiting larger pools of participants, diversifying the types of teams in the study, providing better incentives, allowing flexible team sizes, and incorporating suggested improvements of the system\u27s design and message board

    Revista Economica

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