Evaluation of engineering and technology activities in primary schools in terms of learning environment,attitudes and understanding

Because the importance of science, technology, engineering and mathematics (STEM) education continues to be recognised around the world, we developed and validated an instrument to assess the learning environment and student attitudes in STEM classrooms, with a specific focus on engineering and technology (E&T) activities in primary schools. When a four-scale instrument assessing classroom cooperation and involvement and student enjoyment and career interest was administered to 1095 grade 4–7 students in 36 classes in 10 schools, data analyses supported its factorial validity and reliability. When the new questionnaire and understanding scales were used to evaluate E&T activities, statistically-significant pretest–posttest changes in career interest and understanding (with large effect sizes ranging from 0.70 to 0.81 standard deviations) supported the efficacy of the instructional activities.     

Contextualized Science for Teaching Science and Technology

A comprehensive view of science and technology in curricular reforms and materials is needed to promote public understanding and participation in science issues. This paper presents the results of an analysis of the treatment of the nature of science and technology in science curricular materials in India. Textbook sections on the conceptions of mechanics are the basis for this analysis. A contextualized curriculum for schools is offered as a more productive approach to learning and exploring science concepts, processes, and science-and-technology issues. The controversial Sardar Sarovar Hydro-Electric Project in India is used as an exemplary case that can further this effort. The paper concludes that a contextualized curriculum is potentially quite powerful for addressing the nature of science and technology in school curricula and materials.     

Relationship between gender identity,perceived social support for using computers,and computer self-efficacy and value beliefs of undergraduate students

This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.     

Student empowerment in a constructivist values learning environment for a healthy and sustainable world

Learning Environments Research - Civic education is a moral development imperative of the Indonesian national curriculum and the United Nation’s policy on education for sustainable...     

Immunomodulation of excretory secretory materials from the filarial parasite<Emphasis Type="Italic">Setaria digitata</Emphasis>

ES materials released along with the release of mf showed immunosuppression as evidenced by a decrease in T lymphocyte levels in the immunised animals. Lipid fractions of the mf associated ES materials and protein fractions of the detergent soluble materials were found to cause suppression of immune response in the host. Further study revealed that the suppression associated with the lipid fractions is actually the end result and that mf associated ES materials is actually a mixture of immunosuppressive and immunopotentiating components and the release of the components is most likely regulated.     

Integrating Internet Resources into the Science Classroom: Teachers' Perspectives

This paper presents teachers' perspectives on the impact of Internet usage on their teaching practices. Semi-structured interviews with ten teachers and two identical on-line surveys were used to collect data from teacher participants in the West Virginia K-12 RuralNet Project. Questions were directed toward teachers' understandings of Internet resources, the development of collaborative relationships and the use of investigative projects in classrooms. Teacher enthusiasm for benefits of the information highway is mingled with frustrations with the nature of the Internet medium and constraints within schools.     

Study of Serum Homocysteine, Folic Acid and Vitamin B12 in Patients with Preeclampsia

The present study was carried out to evaluate the occurrence of association between homocysteine, folic acid and vitamin B(12) in patients with preeclampsia. Fifty preeclamptic patients from gynecology ward were studied for estimation of serum homocysteine, folic acid and vitamin B(12) over a period of October 2007 to June 2010. Serum homocysteine and folic acid, and vitamin B(12) were determined by means of Immulite 1000 analyzer. The statistical analysis of study group of preeclampsia compared with normotensive control group, showed significant alterations in serum homocysteine, folic acid and vitamin B(12) concentrations in preeclampsia. Inverse association between serum homocysteine and folic acid, and vitamin B(12) levels were observed in preeclampsia. The present study found hyperhomocysteinemia and deficiency of folic acid and vitamin B(12) along with increased blood pressure as a risk factor for cardiovascular disease (CVD) in preeclampsia.     

The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs

Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse.     

Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Makerspace has been lauded as a new way forward to create communities, empower students and bring together enthusiasts of all ages and skill levels “to tinker” and create. Makerspace education has been touted as having the potential to empower young people to become agents of change in their communities. This paper examines how a Makerspace approach can capture the imagination and creativity of female primary school students, and engage them in integrated STEM-based projects. The study scaffolded female tertiary undergraduate students to mentor small groups of girls to complete a project in a STEM Makerspace situated in classrooms. The data generated and analysed from this study were used to determine how Makerspace STEM-based projects were enacted, how they engaged and supported the girls’ learning, and considers the future of a Makerspace approach as a way to progress integrated STEM education.     

A Report on the Hoshingabad Science Teaching Program in India

The Hoshingabad Science Teaching Program has been a grassroots curriculum reform effort to contextualize science instruction in the locality of the Hoshingabad district, Madhya Pradesh, India. This report examines the discrepancies between multiple curriculum representations within the context of this science curriculum innovation. The paper concludes that local interpretations of the nature of science have in fact been an impediment to what seemed to be a valid, locally relevant science instruction.