Informal STEM: learning with robotics and game design in an urban context

Abstract

This mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students’ participation in STEM.     

The effects of learning to spell on children’s awareness of morphology

Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children’s success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children’s consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people’s knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one.     

Clarifying the purposes of educational assessment

This article concerns the importance of clarity in thinking and talking about certain core concepts of educational assessment. It begins by identifying three quite distinct interpretations of the term ‘assessment purpose’. It continues by challenging the supposed distinction between ‘formative’ and ‘summative’—arguing that the latter only applies to a kind of assessment result while the former only applies to a kind of use of assessment results. It ends by illustrating the wide range of uses to which assessment results might be put and stresses the importance of not concealing important distinctions by locating multiple discrete purposes within a small number of misleading categories.     

Using Analogy to Help Young Children Understand

Analogies offer conceptual models for supporting the development of understanding. Contrary to some expectations, there is growing evidence that young children can reason analogically. Much of this evidence comes from experiments intended to test psychological theories. This study aimed to gauge the practical potential of analogy in topics often considered by teachers difficult for young children to understand. Aspects of young children's understanding of current electricity were compared in two conditions, namely with and without an analogy (87 and 89 children, respectively; 6‐7 years of age). The results indicated that the analogy was of practical value in teaching for understanding. It is suggested that their bases be carefully prepared prior to teaching the target topic and that what is to be understood is modelled directly and is explicitly related to its equivalent in the topic. Further investigations to determine conditions for the effective use of analogies when teaching young children, who benefits particularly and in what ways seem warranted.     

Implementation strategies for educational intranet resources

Recent events in UK Higher Education have caused university schools to look toward alternative means of enhancing and monitoring the quality of the service they provide. One approach utilises networked learning and teaching resources, in particular intranets. Two Schools at the University of Brighton commenced independent implementation of intranets at similar times. The subjects of the case studies are the School of Pharmacy and Biomolecular Sciences Intranet (SPI) and the Business School Intranet (BSI). This paper describes the two alternative strategies for intranet implementation, demonstrates the differing degrees of staff and student utilisation of these learning and teaching assets, identifies barriers to success within each and proposes solutions to address them. The paper proposes a unified strategy for effective intranet implementation and suggests measures to manage organisational resistance to change.     

Learning from Tables

Information is often tabulated, both for the general public and for students in the classroom. The relative effectiveness of tabulated data and prose for making some aspects of data and co‐variation memorable was investigated. Three types of variable (categoric, discrete and continuous) and various patterns in the data were tested on 94 Year 9 students (13—14 years old). The effect of post‐questions on recall was also studied. Tabulating data was found to be generally superior to embedding it in prose as far as recall of data and co‐variation are concerned. Other factors which particularly affected recall included the pattern in the data and the ability of the student as defined by the school. The type of variable seemed to be less important for these students and the data tested. The post‐questions used here did not enhance recall of data or co‐variation. Some aspects of mental model theory were found useful in explaining the effects.     

Children and youth in foster care: distangling the relationship between problem behaviors and number of placements

OBJECTIVE: The purpose of this research was to provide a prospective look at the relationship between change in placement and problem behaviors over a 12-month period among a cohort of foster children. METHOD: The sample contained 415 youth, and was part of a larger cohort of children who entered foster care in San Diego, California and remained in placement for at least 5 months. The Child Behavior Check List was used to assess behavior problems. Every change of placement during the first 18 months after entry into the foster care system was abstracted from case records. RESULTS: The results suggest that volatile placement histories contribute negatively to both internalizing and externalizing behavior of foster children, and that children who experience numerous changes in placement may be at particularly high risk for these deleterious effects. Initial externalizing behaviors proved to be the strongest predictor of placement changes for the entire sample and for a sub-sample of those who initially evidenced problem behaviors on at least one broad-band CBCL scale. Our findings also suggest that children who initially score within normal ranges on the CBCL may be particularly vulnerable to the detrimental effects of placement breakdowns. CONCLUSIONS: On the basis of these findings we argue for an analytical approach that views behavior problems as both a cause and as a consequence of placement disruption. Children who do not evidence behavior problems may in fact constitute a neglected population that responds to multiple disruptions of their primary relationships with increasingly self-defeating behaviors.     

The Role of Pictures in Learning to Read

The one constant aspect of children's books is that they include pictures. It is known that pictures can hinder some aspects of the development of reading skills in young children. Yet, in other ways they may serve a supportive function. The situation is not a simple one since what is seen as unsupportive in one approach to teaching reading may be supportive in another. When and where pictures might provide support is considered.     

Contract cheating in Australian higher education: a comparison of non-university higher education providers and universities

Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.     

Cone Beam Computed Tomography (CBCT) Technology and Learning Outcomes in Dental Anatomy Education: E-Learning Approach

E-learning is an educational method that improves knowledge innovation by sharing relevant images for advanced learning, especially in a pandemic state. Furthermore, cone-beam computed tomography (CBCT) is a method that gathers medical or dental diagnostic images. This study aimed to analyze the effectiveness of dental anatomy education through a CBCT technology tool, through teachers' and students' perspectives, adjusted according to the disruptions caused by the Covid-19 pandemic. A cohort study and longitudinal exploratory analysis were performed. Forty undergraduate first-year dental students, from the University of Coimbra in Portugal, were selected as per the inclusion and exclusion criteria. Two different teaching methods were applied during an identical time-period: face-to-face lectures complemented by physical models (T1 cohort) and webinar lectures complemented by CBCT images (T2 cohort). Learning outcomes were then studied according to theoretical and spatial orientation contexts. A self-reported survey that focused on students' satisfaction, stress, and support was studied. Both teaching methods were analyzed with paired sample student's t-test and Pearson Correlation Confidence intervals 95% with P < 0.05. Furthermore, exploratory factor analysis (EFA) was used for self-reported satisfaction survey validity and reliability analysis. The learning outcomes between T1 and T2 cohorts were statistically significant, (P < 0.001) corresponding to differences with a large effect degree (r > 0.60). Students' satisfaction, as measured on a six-point Likert scale, was positively influenced by the webinar lectures supplemented with CBCT images (T2 cohort) in a learning context (4.95 ± 0.5) and future applications (5.92 ± 0.27). In conclusion, the webinar approach with CBCT images was more effective and better learning method for teaching dental anatomy.