A TiO2/polyurethane Composite for Photodegradation of Formaldehyde via Covalently Incorporation of Amino-functionalized TiO2

In this study, a TiO2/polyurethane composite (PU-TiO2) for photodegradation of formaldehyde was prepared based on TiO2 amino-functionalized with 3-aminopropyltriethoxysilane (APTS). FTIR, XPS, TG and TEM measurements demonstrated the successful amino-functionalization of TiO2 by APTS. Then the NH2-TiO2 were incorporated into polyurethane (PU) through urea linkages, and the thermal stability, mechanical properties as well as degradation efficiency of PU-TiO2 were investigated. PU-TiO2 possessed good thermal stability both in the storage and application. Compared with PU physically blended with TiO2, PU-TiO2 showed improved compatibility between PU and NH2-TiO2, evidenced by the enhanced mechanical properties. Most importantly, PU- TiO2 presented a good photoactivity for the degradation of formaldehyde

The Influence of Fandom Culture on the Formation of Primary School Students’ Values

The chief object of this study is to survey the influence of fandom culture on the formation of primary school students’ values and guidance strategies. Past studies have examined the impact of worshiping stars on the values of teenagers, but there are no specific research or guidance strategies on the effects of fandom culture on the value formation of primary students who are still in the early stages of value formation. The method used in our study is known as the literature analysis method, participatory observation method, questionnaire method, and Data analysis method. The research has recorded valuable data about the influence of fandom culture on the formation of primary school students’ values and has proved that the formation of values of primary school students is hardly influenced by fandom culture. This research finally put forward useful strategies to guide primary school students to form correct values from various perspectives

Stereotypical Images of STEM Professionals and STEM Career Interests in Chinese Elementary School Students

This study investigated stereotypical images of STEM professions and STEM career interest in Chinese elementary school students. The relationships between stereotypical images of STEM professionals and STEM career interests were also determined. Data for this study was gathered from two elementary schools in China, forming a convenience sample of 318 students enrolled from 3rd to 6th grade. Quantitative data of stereotypes about STEM professionals’ social skills, positive images of STEM professionals, views on STEM implications for society, and STEM career interests were gathered by a questionnaire with Likert scale. Follow-up structured interviews were performed with 12 participants. Elementary school students had strong stereotypes about STEM professionals’ social skills, slightly deep positive image of STEM professionals, and very positive views on STEM implications for society. However, their STEM career interests were not very high. Besides, elementary school students’ stereotypes about STEM professionals’ social skills have minor negative effects on their STEM career interests. Their positive image of STEM professionals and views on STEM implications for society have significant correlation with their STEM career interests

Does STEM Education Make a difference to Students’ Views of Nature of Science? A Survey in Elementary Schools

This study aims to examine views of Nature of Science (VNOS) among elementary students, and to determine if STEM education make a difference to their VNOS. Data for this study was gathered from two elementary schools in China. One has never implemented STEM education. The other one implements STEM education as a course once or twice a week for students at different grades. Participants’ VNOS was gathered through responses to Likert scale questions from the Nature of Science “Mars Mission” questionnaire. Some students and their teachers were interviewed after questionnaire survey. It was found that students who have been received STEM education show higher score of VNOS than who have never been exposed to STEM education. In different dimensions, STEM education makes a significant difference to scientific worldview, and makes a difference to scientific inquiry as well as scientific enterprise. For students never received STEM education, no relation was found between grade and their VNOS. With regards to students regularly exposed to STEM education, grade shows a strong positive relation with their VNOS. The earlier students contact with STEM education, the better their view of the nature of science

Preservice Elementary Teacher Self-Efficacy and Attitude towards Teaching Science

The present study investigated the status and relationship between preservice elementary teacher self-efficacy and attitude towards teaching science. The researcher employed a mixed-method approach to collect both quantitative and qualitative data. The researcher used a questionnaire responded by 125 undergraduates who major in elementary education to collect quantitative data. The self-efficacy regarding teaching science includes five aspects, and the attitude towards teaching science consists of three aspects. Results show that preservice elementary teachers have both high self-efficacy regarding teaching science and positive attitudes towards teaching science. All the aspects of self-efficacy regarding teaching science are demonstrated to have a positive correlation with attitude towards teaching science and its corresponding aspects. A formula model was also constructed to predict the preservice elementary teachers’ attitude towards teaching science based on their self-efficacy regarding teaching science

Research Progress of STEM Education Based on Visual Bibliometric Analysis

Nowadays, science, technology, engineering, mathematics (STEM) education has been developed and implemented in many countries. To better understand the research progress in STEM education worldwide, we analyzed 1910 publications collected from the Web of Science Core Collection database. This bibliometric study was performed through software VOSviewer and CiteSpace. Results showed that the research on STEM education will remain thriving in the following years. The USA is the most active country in the research field of STEM education, and the whole world cooperated closely. The majorities of significant institutions in this field belong to the USA. International Journal of STEM Education, Journal of Science Education and Technology and Science Education are the main publications. According to the cluster results of keywords, STEM, STEM education, self-efficacy, technology constitute the knowledge base for STEM education studies. Based the analysis results of keywords and burst detection, STEM achievements, different approaches to discipline integration, educational equality, and teacher education will be the research hotspot in the future. The results give a comprehensive overview on STEM education for scholars quickly understanding the overall progress

Elementary school teachers’ attitudes towards project-based learning in China

Abstract This study analyzed the Chinese elementary school teachers’ attitudes toward project-based learning (PBL) and identified factors that may influence elementary school teachers’ attitudes. The analysis was based on a questionnaire survey of 257 elementary school teachers and interviews with 10 elementary school teachers in China. Results showed that Chinese elementary school teachers generally had positive attitudes towards PBL, but their attitudes differed based on their educational level, years of teaching, and subjects taught. Results of the regression analysis found that training, social support, resources, and availability of time all positively influenced teachers’ attitudes toward PBL. Finally, the interview data were analyzed to understand teachers’ perceptions of how they could be helped to use PBL in teaching

A Fluorescent Polyurethane with Covalently Cross-Linked Rhodamine Derivatives

Rhodamine derivatives (RDs) with three reactive hydrogens were synthesized and well characterized by Fourier transform infra-red spectroscopy (FTIR), 1H nuclear magnetic resonance (1H NMR) and electrospray ionization mass spectra (ESI mass). Then, the obtained RD was covalently cross-linked into polyurethane (PU) matrix through chemical linkages to fabricate a network structure, and the fluorescent properties, mechanical properties, thermal stability, and emulsion particle size were systematically investigated. Results demonstrate that PU-RD maintains initial fluorescent properties and emits desirable yellow fluorescence under ultraviolet irradiation. Moreover, compared with linear PU without fluorescers, PU-RD shows clearly improved mechanical properties and thermal stability, on account of the formed network structures

Data_Sheet_1_Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators.docx

Preservice teachers’ professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students’ increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers’ teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers’ professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study’s findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.</p