Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

The research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students’ many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings

Research on kindergarten and primary school students’ magnetic misconceptions and how to plan educational activities

Because magnetism is such an abstract and complicated subject, it can be challenging for children to comprehend at times. Magnetism is a subject that youngsters find to be really exciting. The topic of magnetism is one that children find to be both fascinating and fascinating. There has not been nearly as much research done on how children perceive magnetism as there has been on other natural phenomena. This is even though youngsters consider magnetism to be something that is exciting. Despite the fact that children perceive magnetism to be more attractive than other natural phenomena, this is the case. This particular piece of research is regarded as an important piece of re-search owing to the fact that it has an impact on the way in which learning is experienced. The goal of this study is to analyze the misconceptions that are held by children who are enrolled in elementary school. The research will be conducted with the intention of providing teachers with a theoretical framework upon which they can construct educational activities that are relevant to the requirements of primary school pupils. The ability to construct educational activities that are pertinent to the requirements of elementary school kids will be made possible as a result of this innovation

CORRELATION OF PRIMARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT CONCEPTS OF MECHANICS FROM THEIR MENTAL AGE

This paper presents the results of empirical research conducted on students in the sixth grade of Primary School, misconceptions on concepts of mechanics of Physis, and their mental age. The mental age was determined by the WISC-III psychometric tool that is used to determine the Intelligence Quotient (IQ). The results of this study give a linear relationship between mental age and the number of correct answers given by a student. The meaning of this linear dependence is that the higher the mental age a student has, the more correctly he can perceive some physical phenomena related to concepts of force, weight, energy, work, etc. Also, the influence of the verbal and performance scale on the mental age of WISC-III is discussed in the results.  Article visualizations

USE OF ONE-TO-ONE IPAD IN PRIMARY SCHOOL TO TEACH THE CONCEPT OF ENERGY IN PHYSICS: A CASE STUDY

In recent years, technology has become an increasingly important tool in education. The use of technology in primary education has become increasingly popular in recent years, and the iPad has emerged as one of the most versatile and powerful tools for enhancing learning. This paper will focus on the impact of one-to-one iPad use in primary schools on teaching the concept of energy in physics. A total of 25 students in the 3rd grade from a primary school in Greece participated in the study, using iPads during their physics lessons. This study’s results showed that iPads significantly improved the student’s understanding of energy in physics. The students who used iPads had a more profound understanding of the concept, showed greater engagement and motivation and demonstrated a deeper understanding of the material.  Article visualizations

OBSERVING OR PERFORMING ACTIONS? UNDERSTANDING CIRCULAR MOTION VIA TWO TYPES OF LEARNING ACTIVITIES

Decades of research support the benefits of movement for cognitive development however this link remains unexploited in educational practice. For this reason, embodied cognition serves as the theoretical underpinnings of this study proposing that thoughts and actions are influenced by sensory experience. Fifty-eight 6th-grade students were divided into two groups: The first group participated in activities designed for full-body movement and the second observed the haptic manipulation of materials by an educator. The study thus utilized a two-group design and was conducted in phases: pretest, intervention, immediate posttest and delayed posttest. The entire process was recorded to assess students’ understanding and the multimodal text thereby created included both spoken word and bodily expressions such as posture and gestures, enabling us to closely follow the progress of every participant. The range of responses was then narrowed down to adequate and inadequate, followed by statistical processing of the data. The results showed that both execution and observation effectively contributed to the improved performance of students immediately after the interventions. Nevertheless, students who participated in bodily-based activities showed an additional advantage four months later. While this study focused solely on circular motion, the idea to investigate physical engagement and its impact on students’ understanding could be extended to other content, and the long-term effectiveness of bodily-based learning ought to encourage a redesign of the official curriculum.  Article visualizations

THE USE OF NEW TECHNOLOGIES AND ROBOTICS (STEM) IN THE TEACHING OF SCIENCES IN PRIMARY EDUCATION: THE CONCEPT OF MAGNETISM: A BIBLIOGRAPHIC REVIEW

The literature on the characteristics of STEM research in primary education (kindergarten and primary school) is limited in Greece. Also, studies on teaching the concept of the magnet with STEM activities in preschool education have been found to be quite insufficient (Büyüktaşkapu et al., 2012). This study presents the theoretical framework related to the clarification of the ICT and STEM concepts, as well as the effectiveness of their integration in Primary Education both in Greece and abroad, in the teaching of Natural Sciences and specifically in what concerns the concept of magnetism. In order to investigate the effectiveness of ICT and STEM, the existing perceptions of K12 children on which the planning and implementation of the teaching interventions were based are listed.  Article visualizations

Chronic Kidney Disease Cohort Studies: A Guide to Metabolome Analyses

Kidney diseases still pose one of the biggest challenges for global health, and their heterogeneity and often high comorbidity load seriously hinders the unraveling of their underlying pathomechanisms and the delivery of optimal patient care. Metabolomics, the quantitative study of small organic compounds, called metabolites, in a biological specimen, is gaining more and more importance in nephrology research. Conducting a metabolomics study in human kidney disease cohorts, however, requires thorough knowledge about the key workflow steps: study planning, sample collection, metabolomics data acquisition and preprocessing, statistical/bioinformatics data analysis, and results interpretation within a biomedical context. This review provides a guide for future metabolomics studies in human kidney disease cohorts. We will offer an overview of important a priori considerations for metabolomics cohort studies, available analytical as well as statistical/bioinformatics data analysis techniques, and subsequent interpretation of metabolic findings. We will further point out potential research questions for metabolomics studies in the context of kidney diseases and summarize the main results and data availability of important studies already conducted in this field

The relationship of the perceived impact of the current Greek recession with increased suicide risk is moderated by mental illness in patients with long-term conditions

Objective: Adverse life events may contribute to the emergence of suicidality. We aimed to test the relationship between the impact of the Greek recession and suicidal risk in people with long-term conditions (LTCs) and to determine whether this relationship is moderated by the presence of a mental disorder. Methods: Suicidal risk (RASS) and crisis parameters were assessed in a cross-sectional survey including 376 patients with LTCs (type-II diabetes mellitus, rheumatological disorders and chronic obstructive pulmonary disease) attending the Emergency Department or specialty clinics. A diagnosis of mental disorder was confirmed by the Mini International Neuropsychiatric Interview (MINI) interview. Hierarchical regression models were used to quantify moderator effects. Results: Suicidal risk was significantly associated with the perceived impact of the recession (p = 0.028). However, moderation analysis showed that this relationship was significant only in those diagnosed with either major depressive disorder or generalized anxiety disorder. Conclusions: These findings suggest that the perceived impact of the current Greek recession is not correlated with suicidal risk per se, but the recession may act as precipitator in combination with other risk factors, such as the presence of a mental illness, thus supporting the importance of early diagnosis and treatment of mental disorders in vulnerable groups