STEM - Science topic

submit ur questionnaire through survey circle or u may add ur questionnaire dissertation survey filling group.In such groups u may target right audience from various countries and swap ur surveys as well.

Here are some sample questions that you could consider including in your interviews with Hong Kong teachers about the STEM curriculum:

These questions can be used as a starting point, and you may want to modify them based on the specific needs of your research project. You may also find the following references helpful:

Thanks, Jan-Martin, it seems that the paper covers what I am looking for, though I have to read it carefully. Best

Try Stufflebeam's Context, Input, Process, Product (CIPP) Model

https://poorvucenter.yale.edu/CIPP

The teacher ideal is the teacher that has the ability to translate the content of the curriculum in a practical and easy way. It will facilitate students to obtain the object of the learning and teaching process.

There are many ways through which the girl child’s interest in STEM education can be enhanced. Some of these are:

sorry for "warming up" this old question. Did you solve it by now? I guess what you want to do is a detector scan? With Jeol machines you need to use free lens control.

Hello sir, Asif Bilal

Just saw your response. It means a lot to me. Thank you so much for your time.

If possible, could you please forward the survey to other amazing scientists, It would help me a lot.

its actually the stem academic strand sir, which stands for Science,Technology,Engineering, and Mathemathics

hi,

Cryopreservatives are necessary additives to stem cell concentrates, since they inhibit the formation of intra and extracellular crystals and hence cell death. The standard cryoprotectant is DMSO, which prevents freezing damage to living cells.

Cryopreservation (cell freezing) is the use of very low temperatures to preserve structurally intact living cells. To achieve this, a special protective Cryopreservation Medium is necessary, as unprotected freezing is lethal for your cells.

kindly refer this link:

best wishes..

dear Temurmalik Ochilov

please write English

I usually agree with James and David on statistical issues but here I do not. If you want the most accurate prediction equation I have to suggest adaptive lasso because of it's oracle properties. I'm going to suggest that you use R as your stat package if you're not familiar with R I recommend an excellent book. You will find how to download it from the z-library. This includes how to download everything for free. That is is the first attachment. The second attachment includes a full description of why you should use adaptive lasso and included in the references are the complete details. Third attachment contains R code to run all of this. Cut and paste it into a text file and you are ready to go. If you have questions please feel free to ask. Best wishes David Booth

Please check this work: https://www.sciencedirect.com.eressources.imist.ma/science/article/pii/S1041608021001333

In research, in general, and in thesis writing in particular, the use of first person pronoun should be avoided not on sytactic grounds but rather on "modesty" ones. A researcher should humble her/him self and be less subjective! This is what I was taught in my higher degree study in UK and this is what I customarily convey to my students.

Dear Asghar .A Sial

I suggest to read these articles first:

1. https://sgp.fas.org/crs/misc/R42642.pdf

2. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

3. https://www.nap.edu/read/18612/chapter/4

4. https://ijem.com/approaches-for-implementing-stem-science-technology-engineering-mathematics-activities-among-middle-school-students-in-thailand

Best Regards

I think, one variable for a more "complicated" project could be the correspondence to more advanced/demanding learning objectives

1) Moda

2) Igualdad supuestamente.

It is extremly important to provide soft skills training for female students.

Dear Vicky Schofield , this is fine experience by Amanda Henry, a STEM professional, who gives 5 steps on navigating ‘intersectionality’ for career success...

Research suggests that the concept of intersectionality can help us reframe the way we think about women and ethnic minorities in STEM fields...

Hello Reyna, I am an undergraduate student studying Nursing and would love to connect with you and collaborate on your work.

Informal STEM Learning in Game Jams, Hackathons and ...

https://www.researchgate.net ›

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Download Citation | Informal STEM Learning in Game Jams, Hackathons and Game ... Games jams can be used to improve di↵erent types and strategies to

Producing female researchers who have the gut to face the challenges of researching the fields of hard science is important.

Olá Bárbara,

Eu estou finalizando minha pesquisa sobre aplicação da metodologia STEAM no ensino médio, aqui no Brasil e ao longo de +/- dois anos montei uma biblioteca sobre a metodologia STEM/STEAM, sendo que o meu foco é o STEAM entre artigos, documentos internacionais, teses e E_books.

Posso te ajudar, mas preciso que me indique com maior foco qual é o objeto da sua pesquisa, para eu poder selecionar material mais específico para vc. Pois a quantidade de material é muito grande, que não dá para disponibilizar totalmente na nuvem sem ter que eu contratar um espaço maior que consigo gratuitamente.

Mas tenho muito prazer em te ajudar disponibilizando esse material>

Aguardo seu contato para ver como posso ajudá-la.

Prof. Osias de Barros Anunciação

Moneef R Zou'bi , of course! Do you have any specific recommendations for books, research or other sources of information for students or professors?

Thank you, I will definitely check out your suggestion.

Maybe you are already familiar with Megan Bang's work on Indigenous knowledges, and STEM.

E.g.:

Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008-1026.

Here is a link to current project:

Agreed with both dear Khurram Hameed and dear Mohammad Hamed Mozaffari

Hazman Haslubis the best thing you can do is that first you select a time frame and keywords, then proceed with systematic literature review; that will guide you to your desired articles of your focused research area

Awu Isaac Oben You can search on Linkedin/RG by using different keywords; I hope you will find your desired researchers, thank you

Thanks, Malay! I've read some research about how faculty respond after trying new instructional techniques and meeting student resistance. It takes some time to get students to shift their expectations too, if they're used to being handed the information rather than having to actively participate in their own learning.

The researchers' "production" will not contribute to a significant increase in the country's development. First, there must be industry and capital that will need science to develop further. Otherwise, the researchers will have to move to countries where their knowledge will be needed.

Therefore, in my opinion, we need to develop entrepreneurship first.

It definitely has something to do with our approach towards teaching Math. Math, by and large, is taught as an abstract subject, with a primary focus on solving as many questions as possible, with every possible variation, with the assumption that practice will make them perfect. On the other hand, the more popular subjects like sciences, PE, and social science follow a more practical approach with ample demonstration of practical application.

Math is not an abstract subject and should be taught with more real-life examples (Not the traditional 'A has 10 apples and B has 20 so......). Once students see its application, they would show more interest and would not be bored to death by adding two numbers 100 times, many times over!

To all who teach math subjects, I will recommend to use GeoGebra: leading provider of dynamic mathematics software, supporting STEM education and innovations in teaching and learning worldwide. It is an open source multiplatform software, available in many languages for Windows, Linux, Mac OS, Android, iPad and it has an easy-to-use interface.

Dear Desta Berhe Sbhatu,

Thanks for your post.

Yes. Brain drain exists and it is continuing in India. The reason is simple, the number of passouts/Ph.Ds are quite more than jobs available in the market. Moreover though salary in the govt. Sector increased substantially since 2006, the union govt. stopped pension facilities wef 1.1.2005 as a result promising professionals are looking for overseas jobs. Additionally, during last 7-8 years, the present govt. has opted lukewarm attitude in recruiting candidates. A significant number of appointments are being made on contact basis offering lower salaries and without any social security measures.

Siddhartha Shankar Ray

Michael Giamellaro , thank you for the recommendation, however it looks like this journal no longer accepts submissions.

Hello, i want to ask. Is it possible if we just use pure ethanol to remove the wax of the rice straw? Thank you! Andrzej Radomski

For an all-encompassing test of deep appreciation and ability to use the scientific process you might use Piagetian Formal Operations tasks, like the famous Pendulum Task (link to downloadable simulator below). Just limit your participants to those who haven’t learned the specific facts (usually toward the end of 12th grade Physics). From this task you can see how well students imagine possible hypotheses and plan our systematically testing the possibilities. For specific factual laboratory skills, you might design a battery of multiple-choice questions with one for each skill (e.g., read the level of this graduated cylinder with the correct answer and common mistakes). Hope this helps some, Ruchi. ~ Kevin

STEM curriculum is not entirely reliable as a formal curriculum, but can be used it as an enriching curriculum that complements the formal curriculum.

Really very impressive, I am waitjng more updates...

I consider ScratchJr as a developmentally appropriate mobile application (but run also in PC as an open source initiative) for preschoolers to teach and learn CT, maths but literach as well through projects.

The biggest problem with this thinking is that all of those terms are far too broad to design detailed and specific learning outcomes. You might argue that all of those disciplines will influence how we shape the requirements of the teaching method, but ultimately applied are often driven 'bottom up'. Such that we start at the problem and design a teaching framework around the measures we can place on how well the problem is solved.

For example: If I am attempting to teach somebody a practical skill such as welding, my metrics are going to be a lot more specific and goal-driven (I.E. has it penetrated correctly, is the surface reasonably 'clean') than trying to start at the abstract end of STEM and work out what mathematics / technology I want to teach in the process. Eventually, under a QA / teaching review I might decide that the welder should undertake some kind of arithmetic assessment to hit the "M" part, or perhaps understand some of the metallurgical process for the "T" component etc... but that is more than likely secondary to ensuring that they are welding correctly and at a sufficient rate / quality point.

For modern education activities that are perhaps a bit more abstract (such as classroom staples of mathematics and essential sciences) then you could certainly use all four components to enrich the lesson. For example: take a lesson on organic chemistry (such as Alkene reactions) which covers "S" - we could add information about catalysts for "T", applications of chemicals or reaction rates / equilibria for "E" and some basic equation balancing or empirical calculus (such as exponential cooling or thermal model) for "M". However, you only have a certain amount of time to teach somebody and they can only retain a certain volume of information, so we are back with the earlier philosophy that the teaching method is usually more specific and drive by what the outcome needs are, rather than using STEM vernacular to guide teaching.

Personally, I think you should strive to attain something from all 4, but that is only a very basic high level assessment of general education. There are so many skill areas that you'll be unaware of until you spend time working with / or become an expert(s) in the given problem space.

Hello - thanks for replying - can either of you get in touch with me? Expand on your ideas/requirements?

Thanks,

Hi,

You can follow these journals in the beginning.

1. International Journal of STEM Education by

2. Journal for STEM Education Research

Both the journals are from Springer

Another journal, which is very helpful is : Journal of Research in STEM Education

**Update on this post:

I've received a few messages from people who are having the same issue asking if I ever had luck in my search. Unfortunately after having trouble finding many people who checked all three boxes (POC, LGBTQ2I++, and "historically significant contribution to science" as defined by the museum) I proposed an alternative exhibition. In this alternative exhibition proposal, rather than limiting to LGBTQI++ scientists who made "historically significant contributions" I included POC, queer and trans scientists who are also activists working to decolonize the sciences. I also included several panels to address ways the sciences have historically contributed to oppression of and violence against queer and trans communities. Additional panels addressed the history of scientific theories for a biological basis of gender and sexuality, a scientific look at how sex is not binary and intersex rights around the world, as well as sex and sexual diversity among non-human life forms. After proposing this alternative exhibition the funding for the exhibit mysteriously disappeared and there was no exhibition. For me this is another example, unfortunately of how institutions want to parade generalized celebrations of "diversity and inclusion" but don't want to look at the reasons there are so few POC and LGBTQ2I++ people in the sciences. Disappointing... but I'm still hoping to eventually put something together on these topics, even if it is a cheap DIY exhibit. I've attached a document with some early notes on the project before the funding fell through -- if anyone has ideas for people to add to the list or other things please share :)

Sinan Ibaguner There are good reasons as to why universities in general should offer compulsory humanities courses. However, those reasons are based on the fact that humanities are sciences, and not unscientific knowledge. I would have thought that at this point the importance of ethics, for example, in the educational process offered in higher education was not an issue anymore, but let me try to explain: it's no good for employers (including STEM research centers), a highly skilled STEM graduate with no communication skills nor assertiveness, that can allow him to work effectively on teams of multidisciplinary professionals.

It's also no good for our global community to have STEM graduates who are highly skilled in their technical field of knowledge, if they have no idea how to base their moral judgments about their work, or anything they do.

That's why every higher education student should have well designed, serious compulsory humanities courses, not just STEM students.

Also, higher education is not a race, it's a personal process. No one is arriving 1 year later than anyone.

About school debt in US graduates, it is due to the incredibly high tuition fees their universities charge, not because they have to stay I year more than their European counterparts, I believe.

Please see the following articles

Best Regards Assad Iqbal

Please see the following links

Best Regards Lihua Xu

Thank you so much for your helpful pointers, Keith.

I do have to mention that there is indeed much confusion out there among the public and educators about the specifics of what is "the Science", "the Technology", ""the Engineering" and "the Mathematics" (or coordination) is being included in the everyday curriculum and instruction in actual classrooms. Unfortunately, much of it feels like assumptions and wishful thinking. I will keep on searching for better information in the Journal and recent publications as suggested, but my concerns, particularly about the critical earlier grades continues to be much present.

https://www.insidehighered.com/news/2019/02/26/latinx-black-college-students-leave-stem-majors-more-white-students

It would take a LOT of work to answer that question, but there is some useful information pertaining to recent rates of change of STEM graduates across the globe:

I'm sorry I can not answer this question

Keep in mind: in XRD, the signal is generated by myriads of nanowires. The nanowires are oriented randomly if not prepared in a special way. And you may get signal from larger clusters or larger particles if present in your sample. Statistics is very good.

In TEM/STEM, you get the signal from a single or just a few nanowires, depending on the experimental setup (SAED, CBD, field limiting apertures,...). A single, selected wire may be single crystalline. From statistical point of view, you get only information of a very tiny fraction of your sample, and this may be not representative!

Bandura's self-efficacy extended by Schwarzer and Jerusalem you find in this journal General Self-Efficacy Scale (Schwarzer and Jerusalem. Causal and Control Beliefs, 1, 35–37, 1995), We used it:

Yes this is very helpful. Thank you Mary.

Core course grades within major and number of classes retaken in core major are two big ones I would like to see explored a bit more. If you can somehow get access to both student cumulative GPAs as well as their core GPAs for the courses in their discipline, that will give a good indication of their strength upon graduation. If you were able to couple that with internship/co-op and summer REU experiences and evaluate their performance pre- and post those events would be quite interesting to observe as well. You could do that using a series of statistical tests such as t-tests and f-tests to test the significance of p- values. I hope I wasn’t all over the place with this one. your project hasn’t great merit.

Thank you very much Dr. Konstantin Kudryavzev !!

Joel Turner I think you're looking at fig 4 (which is µFTIR spectroscopy) ;-)

I was talking about the next figure :

1) profile plot of P and Ca intensity = intensity integrated profile of :

2) (Greyscale) elemental mapping of N, Ca and P in the red area in the right corner image (circular nano calcification (NC))

3) low magnification image of the tissue environment of the NC

4) magnified image of the NC

Actually (2) is kind of what your talking about (it's not a heatmap 'cause it's greyscale, but white is "high" and black is "low").

It is not **directly** related to concentration, but to edge (or peak) integrated intensity of the elements on the EEL spectrum (in some conditions, you can calculate the composition but it wasn't the purpose of this experiment).

Let me explain. With STEM-EDX or STEM-EELS, you can get a spectrum-image (called SI, or spim). This image is a datacube (so 3D) which contains an image and many spectra (one per pixel) : for example :

look at the 1st fig. x and y are pixel coordinates, E is the dimension corresponding to EEL spectrum.

* In each pixel ("point of the image") you have a spectrum. *

And in each spectrum there is signal from the different elements which are present in the material (in area of the pixel). You can easily find examples of spectra on the internet.

So you can compare the intensity of, say, the peak at 400eV (N K-edge) of all the pixels (this is the greyscale map of the 2nd image fig 5 in the paper). The contrast compares the intensity of the K-edge of nitrogen of every pixel. (white = high intensity, black = low). So, if you're confident, you can say "there is more nitrogen on the left of the image than on the right". But this is just a gross approximation, because the sample has to have an constant thickness over the area you're observing, etc...

--> Spectrum-imaging should also be available for EDX, since you can form an electron probe, scan a specific area on your sample and record a (EDX) spectrum for each pixel. (The name of the numerical objects can vary... Brukers instruments use the term "Hypermap" instead of spectrum-image, for example).

--> Indeed, you can pinpoint a chosen point and record a lone spectrum. So you have an information about what is in the sample at this point. Spectrum-image recording is an automatic way to record this information for many adjacent pixels.

--> About the thickness, it depends on the accuracy you need. To get an intensity map (which cannot directly be related to concentration), <100 nm should be ok (depending on the density of your material, basically). If you want to perform quantification, it also depends on the density, on your accelerating voltage,... So I guess it should be some 10ths nm...

**I'm not an expert for EELS quantification**, you should probably ask to a experienced microscopist... I think this kind of techniques is almost a full-time job !

I did some EDX semi quantification recently (so I'm not an expert neither). EDX allows estimation of relative concentrations of different elements, but is not very accurate for light elements.

Sorry it was pretty long , hopefully not too boring (and most importantly, scientifically not too wrong)!

Please feel free to ask if you have more questions

Clément

Why is it necessary to do the split within each of the 10 labs, where there is indeed a potential problem with treatment "leakage" or "contamination"? why not use the alternative of conducting the treatment on both halves of 5 classes, and using the other 5 as controls?

Es posible que esta noticia y el estudio al que hace referencia sean de interés para tu investigación:

Hussam Dawood Abdullah intersting topic. Apart from my research works I have 4 year experience of STEM teaching at international schools. There are many changes, I would like to mention some those based on some of my experiences.

a. Resource limitations

b. Lack of teacher training

c. Management issues (old fashioned school management)

d. Parent perspectives mismatch.

e. Available textbooks from reputed institutes are not unto the new generation STEM curriculum.

f. Cultural and religious issues (limitations).

......

The main challenge of modern technical education is the сontinuous acceleration of technical progress and shortening of the products life cycle. Thus, the curriculums and courses are quickly aging and we need to keep them up to date. This process can be very complicated for traditional universities chained by bureacracy. The possible solution is trivial and well-known - individual curriculums, personal tutoring, project-based education that is deeply connected with business, science and real world applications. I heavily doubt in distance learning - in my opinion, it produces semi-professionals without real practical background and with lack of academic values. Nevertheless, distance learning can be effective for requalification and advanced courses, as well as for self-educational purposes.

I have chosen a kit because it had plenty of resources, an online community to share the work done, and it was cost-effective.

I always refer my students first to the TEM book by David B Williams and C Barry Carter as it is well written and the chapters can be read independently to some extent. The works by the late Ludwig Reimer are more mathematical and for the dedicated physicist, geared towards EFTEM etc.

Dear Annelore,

You could try the following collection of papers as a starting point: English-medium Instruction at Universities: Global Challenges, Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra (Eds.). Multilingual Matters, Bristol, Buffalo and Toronto (2012). 221 pp.

Also, I would imagine that if research has been done in this area it might well have taken place in Finland.

Sorry, a bit vague, but I hope this helps.

To some extend... the "virtual TEM" is a starting point of such visualization:

Grazie di cuore

George Phillies Thank you for sharing that. It is an interesting case for sure.

You have a problem - poor focusing at higher magnifications, images are mostly useless. Either use plain TEM (could be much better for your task) or properly align your scope in STEM mode.

For negative staining you may want to try 1% phosphotungstic acid (PTA) in water instead of your substitute stain or just honest old OsO4.

Thank you Prof R.s. Sindhu for your kind comment and suggestions.

Have a poster competition on how women should be portrayed in promotiional materials for STEM programs and/or have a debate on the need for more female architects so that the washrooms and buildings would be more user-friendly to women. For example, adequate shelf space in the washrooms for their handbags and overhead canopies at the building entrances so that their hairstyles are not ruined when it rains or snows.

Best regards,

Debra

Much of the STEM thinking you’ve listed is also present in the VisHal Arts. It seems the more a course relies on Project Based Learning, the more those domains cross and intersect. I would also add convergent thinking vs. divergent thinking. Best wishes!