6,559 research outputs found
A Review of High School Level Astronomy Student Research Projects over the last two decades
Since the early 1990s with the arrival of a variety of new technologies, the
capacity for authentic astronomical research at the high school level has
skyrocketed. This potential, however, has not realized the bright-eyed hopes
and dreams of the early pioneers who expected to revolutionise science
education through the use of telescopes and other astronomical instrumentation
in the classroom. In this paper, a general history and analysis of these
attempts is presented. We define what we classify as an Astronomy Research in
the Classroom (ARiC) project and note the major dimensions on which these
projects differ before describing the 22 major student research projects active
since the early 1990s. This is followed by a discussion of the major issues
identified that affected the success of these projects and provide suggestions
for similar attempts in the future.Comment: Accepted for Publication in PASA. 26 page
Service-Learning Times : semester 1, 2018/19
Service-Learning (S-L) is a pedagogy that drives learning, innovation, contribution and transformation. It provides experiential learning opportunities for students by connecting academic knowledge to impactful community service with ongoing reflection during the process. The diverse and insightful S-L experience enables students to discover their potential, address the challenges faced by the community, as well as transform beneficiaries’ lives by providing support to collaborating partners.
This booklet highlights the courses with S-L elements offered this semester. Students wishing to experience the best of S-L should plan and act quickly while places are available.https://commons.ln.edu.hk/sl_times/1002/thumbnail.jp
A survey of the benefits and issues arising from the deployment of physical artefacts in computer science teaching
This paper describes the introduction of the use of physical artefacts in the teaching of the curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression. In addition to their value in the taught part of the curriculum, these technologies have enabled students to become involved in real-world projects, interacting with external organizations and producing products of value in diverse areas such as the arts and assistive technologies
The use of physical artefacts in undergraduate computer science teaching
This paper describes the introduction of the use of physical artefacts in the teaching of the undergraduate curriculum in the Department of Computer Science at Middlesex University. The rationale for the change is discussed, together with a description of the various technologies and the areas in which they were deployed. We conclude with a discussion of the outcomes of the work and the conclusions reached, prime amongst which are that the policy has been successful in motivating and engaging students, with a resultant improvement in student progression
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