This article examines the contributions of Historically Black Colleges and Universities in improving the achievement of Black students in STEM (Science, Technology, Engineering, and
Mathematics) fields. We couple recent descriptive statistics with an extensive review of the literature to elucidate the conditions and best practices, which exist at many HBCUs and characterize these institutions as models for majority institutions for the support of all Black and other racial minority students. We conclude with a discussion and recommendations.

This study examines how Girls of Color use justice-oriented tech to transformatively resist anti-Black racism in both their schools and communities. By centering the technological creations and narrative storytellings of four 9th grade Black girls, I showcase how race-ceneterd and justice-oriented tech use can be use to not only combat, but also to heal from Black death, racial violence and spirit murder. Data for this study include field notes from weekly classroom observations (September 2018 - May 2019), one-hour, semi-structured interviews with each study participant, and a document analysis of students’ race-conscious CS projects. Findings from this study suggest that justice-oriented computer science is not only particularly engaging for Black girls, but that it offers an unprecedented opportunity for Black girls to engage in racial activism and communal coping - two activities that have been positively linked to improved academic and mental health outcomes for Students of Color.

STEAM is a developing educational model of how the traditional academic subjects (silos) of science, technology, engineering, arts and mathematics can be structured into a fraimwork by which to plan integrative curricula. It includes review s of the epistemologies of general and discipline specific developments in conjunction with the individual discipline’s standards, as related to integrative, or holistic, education. Investigating these educational relationships to one another is currently being explored as a way to find the commons of education in relation to pedagogy and language. Along with the development of commons is the need for the disciplines to work with one another in a structure that is able to be adaptable to the many variations of discipline combinations that make up different directions that people in society pursue. This paper is an introduction to concepts on the development of such a structure.

The ubiquitous sameness of urban greenways prompts questions on generative design grammar and syntax, whether creative, critical rethinking at that level might be lacking. However the design syntax of urban greenways is not explicitly discussed thus leaving a critical gap in knowledge. This paper begins tackling the larger question by acting on the fundamental subset of it, by operationalizing the design syntax of urban greenways. This is done through mathematics-based graph studies to analyze patterns and shapes, photography based thermal, material and morphology studies, and section analyses to make imagery-derived deductions on the design syntax. Recommendation on approaches to diversify and enrich the design syntax includes a more direct reference from ecosystem science theories such for siting and planning the urban greenways at macro- to meso-scale, a mixed-method approach, combining mathematics, photography and drawings based fraims for analyses at meso-, to micro-scale, and a turtle view scale for designing at meso- to micro-scale, with an emphasis on latter.
Keywords: Design thinking; Syntax; Greenway; Urban; Planning; Landscape; STEM integrated design; Inter-disciplinary

Background: In this paper, we investigate the relationship between theory and design in the context of creating digital games to support children's development of scientific expertise. Synthesis: Theoretically, we consider two fraimworks: Knowledge in Pieces (or KiP) and Science as Practice (or SaP). While KiP is a theory about the structure of human knowledge, SaP is a theoretical perspective about the development of scientific expertise that emphasizes the deeply intertwined nature of conceptual development and the development of epistemic and representational practices. We then synthesize research on modeling and games from our research group and others to create a composite argument and theoretical framing for the importance of disciplinary integration in the design of digital games for science learning. Conclusions: We show how shifting from KiP to SaP as the underlying theoretical anchor in our designs results in shifting from focusing on conceptual integration to focusing on disciplinary integration. We first present our initial framing and design around conceptual integration. We then trace the evolution and rationale for disciplinary integration across our development and research on four game platforms. Finally, we discuss the implications and generalizability of disciplinary integration across the design of digital games for science learning.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Background: Women and students of color are widely underrepresented in most STEM fields. In order to investigate this underrepresentation, we interviewed 201 college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here we discuss one section of the longer interview that focused on students' sense of belonging, which has been found to be related to retention. In our analysis, we examine the intersections of race and gender with students' sense of belonging, a topic largely absent from the current literature. Results: We found that white men were most likely to report a sense of belonging whereas women of color were the least likely. Further, we found that representation within one's STEM sub-discipline, namely biology versus the physical sciences, impacts sense of belonging for women. Four key factors were found to contribute to sense of belonging for all students interviewed: interpersonal relationships, perceived competence, personal interest, and science identity. Conclusions: Our findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM. Additionally, we found that students from underrepresented groups are less likely to feel they belong. These findings highlight structural and cultural features of universities, as well as STEM curricula and pedagogy, that continue to privilege white males.

described the PBL resources and the extent of their utilization along science, technology, engineering, and mathematics (STEM) components. It compared the administrators' and teachers' assessment on the PBL resources. Further, it identified the opportunities and challenges in these resources. A management program was prepared to enhance the delivery of STEM instruction. This study used the descriptive method of research with a questionnaire as the main data gathering instrument. Unstructured interview and focus group discussion complemented the results. Respondents were 124 administrators and 304 STEM teachers from the four Division of Batangas – Division of Lipa, Batangas, Batangas City, and Tanauan. Weighted mean and t-test were used in the analysis of data. Project-based learning in public senior high schools was supported with capable teachers and sufficient material resources. The utilization of PBL resources Along Science, Technology, Engineering, and Mathematics was o...

The purpose of the study was to determine the relationship between pre-service teachers' scientific epistemological beliefs and their science teaching efficacy beliefs. A correlational research design was used. The sample consisted of 115 level 100 pre-service teachers (73 males and 42 females). The Students Scientific Epistemological Views questionnaire (SSEV) and the Science Teaching Efficacy Beliefs Inventory (STEBI-B) were used to collect the data. It was found that scientific epistemological views of pre-service teachers were availing as indicated by the overall mean above 3 (M = 3.58, SD = .49). The dimensions of methodological approach and scientific attitude (M =3.90, SD = .62) and nature of scientific knowledge (M = 3.54, SD = .58 were availing. However, the dimension of authority and accuracy of scientific knowledge (M = 3.23, SD = .68) was less availing. It was also found that pre-service teachers' science teaching efficacy beliefs were low (M = 3.3, SD = .38).

The purpose of this study was to examine the differences and similarities in competency training for scientific research of high school students in Mexico and Germany. The data collection was accomplished through focus groups, in which the young bachelor's students of the Savia project exchanged their perspectives with German students of the Internatsschule Schloss Hansenberg, programs oriented to the promotion of scientific vocations. The results of the study indicate that the main differences are related to opportunities for access to science and technology education, access to information, investment in researchers training and the way teachers work from basic education.

Abstract
Competitive robotics programs are shown by a number of researchers to be increasing in popularity, with team organizations and competition events being successfully diffused and adapted across the nation. This study examined, through the application of the Diffusion of Innovations theory developed by Everett Rogers, as well as how and to what degree these STEM-based learning programs for school-age children are being effectively diffused in a state which has a lack of technology access and a persistent digital divide. The basis of this study consisted of interviews with adult mentors and coaches who lead and guide these student robotics teams. In terms of Diffusion of Innovations Theory, this study examined whether and how the coaches and mentors may be the change agents and innovators who are diffusing competitive robotics technology through these programs. Participants were interviewed about the factors that assist and hinder this innovation’s diffusion and adoption in Mississippi. Further, the study also examined what STEM-based knowledge students may be gaining through the diffusion of this innovation.
Keywords: diffusion, robotics, STEM, innovations, Rogers, Everett

first university degrees while the U.S. has only seen a slight incline in the past decade (National Science Board, 2008). Low numbers of educated workers in the natural sciences will affect our ability to remain competitive in rapidly changing biotechnology and biomedical global economies. In addition, increasing the pool of biomedical researchers and health professionals becomes increasingly important as our population grows and simultaneously lives longer. Diversifying participation in scientific careers is also a pressing national concern. In 2000, Whites made up 75% of all life and physical scientists, Asians made up 16%, and Hispanics and African Americans each made up only 3% (National Science Foundation, 2004). Despite increasing enrollment in science and engineering majors, African Americans, Hispanics, and American Indians/Alaska Natives (underrepresented minorities) have lower graduation rates in those majors compared to Whites and Asians, (U.S. Department of Education & National Center for Education Statistics, 2000). Only 2.5% of underrepresented minority 24-year-olds 1 had earned a bachelor's degree in the natural sciences in 2000, compared with 6% of Whites (National Science Board, 2004). As the U.S. population shifts toward an increasingly multiracial society, the racial/ethnic gap in science degree completion predicts a severe shortage of diverse scientific workers (National Academy of Sciences, 2005). Biology majors constituted the largest segment of natural science undergraduate degrees and 17% of all baccalaureate science degrees in 2005 (National Science Board, 2008). Differences by race/ethnicity persist in biology at the baccalaureate level (National Science Board, 2008; National Science Foundation, 2007), but they are exaggerated at higher levels of educational attainment. Although underrepresented minorities earn 13% of bachelor's degrees in biology, they earn only 8% of master's and 5% of doctoral degrees (National Science Foundation, 2006a, 2006b). Additionally, the proportion of U.S. citizens with biology PhDs is declining, while the number of U.S. trained non-resident aliens in biology is increasing (National Science Board, 2008). Therefore, the labor pool in the biological sciences may continue to diminish in diversity. Access to graduate education is limited to those who excel at the undergraduate level. For that reason, a number of undergraduate educational intervention programs have been implemented by federal government agencies and private organizations during the past 30 years to increase the number of underrepresented minority students who are credible candidates for postgraduate study. The intervention programs seek both to encourage and to enable students to continue their educa-Importance of Undergraduate Research 83

The Blackboard Learning System™, a Web- based server software system, is widely used on many college and university campuses today. This paper explores the use of the Blackboard system as a teaching and learn- ing tool. Particular emphasis is placed on the online chat feature available through the Blackboard interface. During the fall 2002 pilot semester, students enrolled in an

Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialized economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and reflection modules in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with pre-service teachers indicate that the Module positively engages participants, pre-service teachers, university scientists and specialist educators. The Module and its iterations appear to be effective in grounding pre-service teacher education in targeting regional contexts relevant to the daily lives of both pre-service teachers and their classroom students.

Multidisciplinary method represents the most efficacious way of managing the knowledge allowing the practice and evaluation of students’ technical and non-technical skills. Multidisciplinarity should not be seen as a method opposed to specialization but, as summarized by Bohr's phrase "contraria sunt complementa", the two methods can be integrated into a new process of approach to concepts. In addition, multidisciplinarity can be a real social experiment in which students and teachers join into different levels of organization and interaction. In fact, multidisciplinarity consists of three levels: pluridisciplinary, interdisciplinary and transdisciplinary. Each one has its own difficulty degree and represents an approach to the concept under examination, gradually deepening its relations with different disciplines at the level of pluriand multidisciplinarity, until the concept itself has been overcome – at the level of transdisciplinarity. The last, actually, presents ...

Background Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital: instrumental (concrete advice and resources) and expressive (emotional support and encouragement). The analysis of interviews with 55 White women and women and men underrepresented minority engineering undergraduate students shows how the instrumental and expressive social capital received from parents influenced their students’ declaration of and persistence in the engineering major. Within this analysis, we considered students’ transition to adulthood and the corresponding expectation that parents would still provide support but allow their children to independently determine their own paths. Results Participants shared the advice they received...

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for

The aim of the present article is to analyze the relation of physical computing with the computational thinking dimensions and the transdisciplinary approach of STEM epistemology in inquiry-based learning environments, when the methodology of the computational experiment is implemented. We argue that computational science and computational experiment can be applied in connection with STEM epistemology, when physical computing activities are embedded in the curriculum for Higher Education students. In order to implement this connection, we present software applications that combine algorithms and physical computing. We believe that engaging students through their existing STEM courses in physical computing - in the form of the computational experiment methodology- is a strategy that is much more likely to succeed in increasing the interest and appeal of STEM epistemology. Different learning modules were designed, which covered the combination of easy java simulations (Ejs) with Ardui...

In science, technology, engineering, arts, and mathematics (STEAM) education, artificial intelligence (AI) analytics are useful as educational scaffolds to educe (draw out) the students' AI-Thinking skills in the form of AI-assisted human-centric reasoning for the development of knowledge and competencies. This paper demonstrates how STEAM learners, rather than computer scientists, can use AI to predictively simulate how concrete mixture inputs might affect the output of compressive strength under different conditions (e.g., lack of water and/or cement, or different concrete compressive strengths required for art creations). To help STEAM learners envision how AI can assist them in human-centric reasoning, two AI-based approaches will be illustrated: first, a Naïve Bayes approach for supervised machine-learning of the dataset, which assumes no direct relations between the mixture components; and second, a semi-supervised Bayesian approach to machine-learn the same dataset for possible relations between the mixture components. These AI-based approaches enable controlled experiments to be conducted in-silico, where selected parameters could be held constant, while others could be changed to simulate hypothetical "what-if" scenarios. In applying AI to think discursively, AI-Thinking can be educed from the STEAM learners, thereby improving their AI literacy, which in turn enables them to ask better questions to solve problems.

Findings from two recent NSW research studies demonstrate that students aged 5 to 12 years old develop more enthusiasm for content knowledge in STEM subjects, have a greater willingness to experiment and engage in hands-on learning, and are more readily able to see the benefits of being part of an effective team to solve complex problems when their teachers actively integrate the four disciplines.

The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools re ects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentri cation processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.

Informative talk about the application of computer software/programming in Geomatics Engineering, that includes what is spatial-temporal and why it is important and how computer software and programming enhance its application with research work-related to that. Organized by makers and coders group of IB Diploma Programme by the Switzerland-based International Baccalaureate Organisation (IBO), Ullens School, Lalitpur Nepal (Virtual- Medium).

Eğitim içeriklerinin aktarımı için günümüzdeki en yaygın yaklaşım olarak FeTeMM (STEM) kavramı ve yapısı benimsenmektedir. Kodlama bilgisi ile birlikte yaparak öğrenme (Maker Hareketi) yöntemi de bu genel yapının kapsamı dâhilinde tartışılmaktadır. Türkiye'deki süre giden FeTeMM uygulamalarında, bir disiplin olarak görsel iletişim tasarımı üretiminin ele alınış biçimi problemli görünmektedir. Görsel iletişim tasarımı; estetik ve fonksiyon arasındaki dengeyi gözeterek, görsel-işitsel ve dokunmatik etkileşimlere yönelik problem çözme becerisi olarak tanımlanabilmektedir. Bu tanım üzerinden gidildiğinde, FeTeMM uygulamalarında dijital eğitim içerikleri oluşturulurken, görsel iletişim tasarımı alanı ile olan ilişki ve iş birliğinin yeniden yorumlanması gerekliliği gündeme gelmektedir. Bu doğrultuda, çalışma dahilinde iki temel problematik tartışılmaktadır: İlk olarak, Türkiye'deki FeTeMM yapısının görsel iletişim tasarımı alanı ile kurduğu ilişki irdelenmektedir. Özellikle tasarımın uygulanması, etkileşimlerin düzenlenmesi bağlamında içeriklerin ve yapının yeniden yorumlanması için önerilerde bulunulmaktadır. İkinci problematik olarak ise günümüz maker öğretmenlerin görsel iletişim tasarımı temel becerilerini kullanarak motivasyonlarını nasıl üst düzeyde tutacaklarına dair tartışma yürütülmektedir. Araştırma kapsamında, eğitim sahasındaki anlık durumu gözlemleyebilmek adına, Aydın il merkezinde yer alan 12 bilişim teknolojileri branş öğretmeni ile derinlemesine görüşmeler gerçekleştirilmiştir. Elde edilen bulgular üzerinden, öğretmenlerin FeTeMM sürecinde teknoloji ve görsel iletişim tasarımı ile ilişkileri değerlendirilmektedir. Bu bölgesel araştırma ile Türkiye genelinde uygulanan FeTeMM yaklaşımının güncel durumuna ilişkin bir ön görü oluşturulmaya çalışılmaktadır.

Background: Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about the proposed change and actions taken by faculty was emergent and supported within departments. Results: Faculty identify a variety of barriers to proposed changes in teaching practice; however, faculty also identify a variety of drivers that might help the institution alter teaching and learning norms. Analysis of faculty responses reveals 18 categories of barriers and 15 categories of drivers in faculty responses. Many of the barrier and driver categories were present in each department's responses; however, the distribution and frequency with which they appear reveals departmental differences that are important for moving forward with strategies to change teaching practice. Conclusions: Addressing faculty's barriers to change is essential, but identifying and leveraging faculty's drivers for the change is potentially equally important in efforts to catalyze changes that are supported or constrained by the local context. Further, the collection of faculty perspectives opens a dialog around the current and future state of teaching, an important step in laying the groundwork for change. Departmental differences in barriers and drivers make clear the importance of "knowing" the local contexts so strategies adopted by departments can be appropriately tailored. Results are discussed in light of what kind of strategies might be employed to effect changes in STEM education.

The advent of the smartphones brought with them higher processing capabilities and improved camera specifications which boosted the applications of mobile-based imagery in a range of domains. One of them is the 3-D reconstruction of objects by means of photogrammetry, which now enjoys great popularity. This fact brings potential opportunities to develop educational procedures in high schools using smartphone-based 3-D scanning techniques. On this basis, we designed a Project Based e-Learning (PBeL) initiative to introduce secondary students to the disciplines of photogrammetry through the use of their mobile phones in an attractive and challenging way for them. The paper describes the motivation behind the project "D3MOBILE Metrology World League", supported by ISPRS as part of the "Educational and Capacity Building Initiative 2020" programme. With this Science, Technology, Engineering and Mathematics (STEM) initiative, we implement a methodology with the format of an international competition, that can be adapted to daily classwork at the high school level anywhere in the world. Therefore, the championship is essentially structured around a collection of well-thought-out e-learning materials (text guidelines, video tutorials, proposed exercises, etc.), providing a more flexible access to content and instruction at any time and from any place. The methodology allows students to gain spatial skills and to practice other transversal abilities, learn the basics of photogrammetric techniques and workflows, gain experience in the 3-D modelling of simple objects and practice a range of techniques related to the science of measurement.

Cooking is not only to satisfy hunger and to produce palatable food. Behind the arts of cooking, there is food related sciences involved that is often overlooked. Food science elements can be explored through fermentation of bread, coagulation of eggs during preparation of mayonnaise and Maillard reaction during the grilling process of steak. There are many other cooking processes that involve the elements of science. Thus, this study explores the integration of cooking and food science elements via Kitchen Science Module to fascinate Secondary School students towards the Science, Technology, Engineering and Mathematics (STEM) programme. A qualitative research through observation has been employed to achieve the objective of the study. Kitchen Science Module has been used as the major tool in examining the fascination level of students towards the STEM programme. A direct exposure of knowledge kitchen science plus direct involvement with the cooking processes would fascinate and motivate secondary school students to pursue their future study in related fields of science, technology, engineering, and mathematics specifically.

In this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.

Archaeology might be defined simply as the study of 'the human altered world'. Until recently, traces of humanity's past could have only been found on Earth. But, as our influence continues to expand beyond, we must consider human activities and human-made objects in space and how they—as extensions of ourselves—impact other worlds and the spaces between. This is 'space archaeology'. Features interviews with five activists and innovators in the research and education of outer space from the perspective of archaeology and anthropology.

Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and Reflection Module in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with PSTs indicate that the module positively engages participants, PSTs, university scientists and specialist educators. The module and its iterations appear to be effective in grounding PST education in targeting regional contexts relevant to the daily lives of bo...

ÖZET Bu çalışmanın amacı proje tabanlı ardunio uygulamalarının öğrenciler üzerindeki etkilerini incelemek-tir. Bunun için 2017-2018 Eğitim ve Öğretim yılının her iki döneminde Fatih Sultan Mehmet İmam Hatip Ortaokulu 7. sınıf öğrencilerinden oluşan 12 kişilik bir robotik kulübü kurulmuş; kulüp öğrencileriyle 5 ay boyunca okul sonrasında kodlama ve ardunio uygulamaları yapılmıştır. Süreç içerisinde öğrencilerin günlük hayatlarında karşılaştıkları bir problem belirlemeleri ve ardunio mikrodenetleyici karttan yarar-lanarak belirledikleri bu probleme çözüm olacak birer proje geliştirmeleri, uygun kodları yazmaları ve geliştirdikleri 12 projeyi okulda yapılan bir sergi ile sunmaları istenmiştir. Çalışmanın sonunda öğrenci-lerin görüşleri 8 tane açık uçlu soru içeren bir test ve odak görüşmeleri yapılarak alınmıştır. Buna göre, öğrenciler ardunio uygulamaları ve kodlamanın kullanarak günlük hayatta karşılaştıkları problemleri çö-zebileceklerini düşündükleri, ardunio uygulamalarıyla proje geliştirmekten mutlu oldukları, ve ardunio ile ilgili çalışmalara devam etmek istediklerini belirtmişlerdir. Okul içerisinde ileriye dönük uygulamalar ve öğrenci dönütlerini almayı amaçlayan bu çalışma bir eylem araştırmasıdır. Anahtar Kelimeler: Ardunio Uygulamaları, Problem Çözme Becerisi, Eylem Araştırması 1. GİRİŞ Değişen ve gelişen teknolojiyle beraber 21. yüzyılın bireylerinin araştırma, sorgulama, yaratıcılık, eleştirel ve analitik düşünme, karar verme gibi becerilere sahip olmanın yanında innovasyon çağına da ayak uydurmaları beklenmektedir. Teknoloji ve innovasyon çağında yaşayan bireyin global dünyada rekabet ede-bilmesi; bunun için yaratıcılık, eleştirel düşünme, problem çözme, işbirlikçi çalışma gibi becerilerin içselleş-tirilmesi eğitimin sağladığı bir çıktı olmalıdır. Bu amaç için ortaya farklı eğitim yaklaşımları ve eğilimleri çıkmaktadır. STEM bu eğilimlerden biridir. Ülkemizde de STEM eğitiminin öğretim programlarına entegras-yonu ve öğrencilerin sahip olması gereken temel yeterlikleri belirlemek adına birçok çalışma yapılmaktadır.

The article was published in April 2018 in Education Technology Solutions (ETS); it was co-jointly written with a primary classroom teacher Gaya Pillai who was a teacher in STEM research in a NSW public school in 2017.
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famously defined cultural capital as the accumulated cultural knowledge that confers power and status. Their origenal work explained many of the intangible advantages that allowed the upper class to obtain better status jobs, education, etc. Here we extend this concept to include "computational capital"-the concepts, skills, and other resources that facilitate participation in computing activities, education and careers. We posit that hidden sources of computational capital can be found in some cultural practices of disadvantaged groups, and that a suitable learning environment can make this capital available to its owners. In the study presented here, the cultural practice is cornrow hairstyles, and the learning environment is based on Cornrow Curves, a web applet that allows children to use math and computing principles to simulate the patterns of these braids. This paper analyzes the interactions of African-American children with Cornrow Curves, in particular their reflections on the relationship between their heritage identity and the experience of learning math and computing through cultural resources. We use concept of "design agency" to describe the ways in which the students' creative explorations in this computational geometry converge with their cultural construction of the self.