The interest of girls in computing drops early during primary and secondary education, with minimal recovery in later education stages. In combination with the growing shortage of qualified computer science personnel, this is becoming a major issue, and also a target of numerous studies that examine measures, interventions, and strategies to boost girls’ commitment to computing. Yet, the results of existing studies are difficult to navigate, and hence are being very rarely employed in classrooms. In this paper, we summarize the existing body of knowledge on the effective interventions to recruit and retain girls in computer science education, intending to equip educators with a comprehensive and easy-to-navigate map of interventions recommended in the existing literature. To this end, we perform an aggregated umbrella literature review of 11 existing reviews on the topic, together accumulating joined knowledge from over 800 publications, and formulate the findings in a map of 22 concrete interventions structured in six groups according to their phase and purpose.
The protection against graffiti has become a serious problem in most cities. Unfortunately such form of vandalism does not save the cultural heritage. The use of anti-graffiti coatings is a common treatment that can also temporary protect the surface from degradation due to interactions with the environment. Aspects that have not yet been sufficiently investigated from a metal artefact perspective are whether the presence of the anti-graffiti coating will influence the patina composition and reduce the degree of patina dissolution. Long-term (four years) effects of wax-based anti-graffiti coatings on bare copper sheet and pre-patinated copper exposed to urban atmospheric conditions are presented and discussed in terms of changes in patina dissolution rates, barrier properties and composition. The investigation is based on a multi-analytical approach combining chemical analysis, analytical and electrochemical tools (stereomicroscopy, FTIR, XRD, SEM/EDS, AAS, EIS, colorimetric measurements). Results are believed to provide important information related to the long-term applicability of such coatings to preserve the Cultural Heritage. 相似文献
Background:Public libraries serve as community centers for accessing free, trustworthy health information. As such, they provide an ideal setting to teach the local community about health and health literacy, particularly during public health crises like the COVID-19 pandemic. Since 2018, an outreach partnership between an academic medical library and public library has developed, delivered, and continuously evaluated a health education program targeting public library users.Case Presentation:Health education activities were integrated into three existing public library programs: adult workshops, child and family programming, and circulating family activity kits. Prior to COVID-19, events were held at the public library, which then pivoted online during the pandemic. An interprofessional team approach combined the expertise of academic medical and public librarians, medical school faculty and staff, and medical students in developing the educational programs. Twelve in-person and five virtual programs were offered, and five circulating health education family kits were launched. Activities were assessed using program evaluation surveys of the adult and children''s programs and circulation statistics of the kits.Conclusions:This case report showcases the lessons learned from implementing a longitudinal outreach partnership between an academic medical library and public library before and during the COVID-19 pandemic. The interprofessional team approach and flexibility in program design and delivery in both the in-person and virtual environments proved critical to the success of the partnership. This partnership could serve as a model for other libraries interested in pursuing interprofessional collaborations in educating local communities on healthy behavior and health information–seeking practices. 相似文献
This study was focused on elementary school students'processes of scientific understanding within aclassroom environment characterized as a community ofdiscourse. In particular, it explored the role ofwritten discourse both on the plane of knowledgedevelopment and the conceptualization and evaluationof the writing activity itself. The purposes of thestudy were: (a) to see whether students could use writingas a means to express and compare ideas, reason andreflect on them in the process of scientificunderstanding; (b) to see whether writing in the serviceof learning facilitated the understanding of the newtopic through conceptual change; (c) to see whetherwriting affected the conceptualization of the writingactivity itself. Thirty-six fourth graders divided intwo groups, experimental (writing) and control(no-writing), were involved in the implementation ofcurriculum units on plants, whose target concept wasphotosynthesis. The findings show that in theexperimental group the students reached a betterconceptual understanding of the target concept andmore advanced metaconceptual awareness of the changesin their own knowledge structures. Moreover, theconceptualization of the writing activity seemed tochange as well to some extent as writing in aconceptual change process affected the ways learnersviewed some functions of it. 相似文献
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. Since conscious learning emerges from activity (performance), not as a precursor to it, CLEs should attempt to replicate the activity structures, tools and sign systems, socio-cultural rules, and community expectations that performers must accommodate while acting on some object of learning. After explicating assumptions of activity theory and briefly describing the components of CLEs, this paper describes a process for using activity theory as a framework for describing the components of an activity system that can be modeled in CLEs.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.Her research interests include activity theory and structural knowledge. 相似文献