Search Results

1 - 10 of 20 items :

  • "STEM education" x
Clear All

, and M. Vančo, “Virtual Reality Applications in STEM Education”, 16th International Conference on Emerging eLearning Technologies Applications (ICETA) , pp. 597-602, 2018. [31] M. Cheng, Y. Lin, and H. She, “Learning through playing Virtual Age: Exploring the interactions among student concept learning, gaming performance, in-game behaviors”, Computers & Education , vol. 86, pp. 18-29, 2015. [32] L. Xu, D. Huang, and W. T. Tsai, “Cloud-Based Virtual Laboratory for Network Security Education”, IEEE Transactions on Education , vol. 57, no. 3, pp. 145-150, 2014. [33


During technical education it is a very difficult yet essential task to develop the good logical engineering thinking of students or pupils. One main part of this thinking is the determination of the optimal set of required input parameters for the calculation task mentioned above. The LogTreeMM (Logical Tree of Mathematical Modelling) method can help to solve this task. The aim of this paper is to show modification of the LogTreeMM method to determine the required parameters of a mathematical model by a simple case study.


Many developed countries are placing resources to combat the growing threats in cyberspace, and emerging nations are no different. Since 2016, the Dominican Republic is undergoing massive changes within the current government to prioritize cybersecurity through laws, policies, and doctrine. This initiative is causing politicians, industry, and even government entities such as the national police to start the journey to begin to fully understand what are the issues in cybersecurity as they apply to the nation. It is essential that the security challenges and problems identified are addressed through a process of discovery while mitigating risks. This paper is to present those challenges and offer solutions that can be used to achieve an acceptable level of cyber risk.


In the U.S. there are steady efforts by governmental and philanthropic organizations to increase the representation of students of colour in science, technology, engineering, and mathematics (STEM). After years of mixed results, researchers and educators have started to question one size fits all notions of broadening participation. An increasing number of projects are challenging universalist assumptions by enrolling the expertise of culturally situated communities of practice in STEM lessons and the educational technologies that support them. While this research shows promising results for improving young people’s interest and performance in STEM, there has been little research on how these lessons and technologies might also benefit the communities whose expertise were originally enrolled. This paper details the design of educational technologies that bridge STEM and African American cosmetology. We report on a mixed-methods research project, conducted with a group of predominantly African American cosmetologists. Qualitative and quantitative data were collected to study their attitudes toward STEM before and after working with the technologies. Our results suggest positive changes in the cosmetologists’ attitudes. We end with a critical discussion about respecting the knowledge systems of underrepresented communities of practice in educational technology research and development.


The National Academy of Sciences (NAS), established in 1863, is the United States’ leading science and technology think-tank, with an active commitment to advising government. Over the last 150 years, the NAS has, both independently and in conjunction with the federal government, investigated and reported on various issues of importance, ranging from space exploration and biosecurity, to STEM education and immigration. Due to growing concerns about particular disciplines (and specifically their application in legal proceedings), one issue the NAS has reported on between 1992 and 2009 is forensic science. Specifically, the NAS has published six reports commenting on the status of forensic science evidence in the USA, namely DNA Technology in Forensic Science (1992), The Evaluation of Forensic DNA Evidence (1996), The Polygraph and Lie Detection (2003), Forensic Analysis: Weighing Bullet Lead Evidence (2004), Ballistic Imaging (2008), and Strengthening Forensic Science in the United States: A Path Forward (2009). The response of stakeholders (including from political, legal, and academic spheres) to these reports has varied, ranging from shifts in practice and full acknowledgement, to considerable struggles to effectuate systemic reform. Using the different experiences of two reports – Forensic Analysis: Weighing Bullet Lead Evidence (2004) and Strengthening Forensic Science in the United States: A Path Forward (2009) – as a vehicle, this article suggests how the NAS can strengthen the impact of its forensic science reporting, and how stakeholders can better harness the expertise of the NAS.

2017-2018 at: [Accessed 01 Jul. 2019]. Sanders, M. (2009). STEM Education, STEMmania. The Technology Teacher. International Technology Education Association at: [Accessed 01 Sep. 2019]. Strauss, M. (2017). About a Third of Americans Would Tell High Schoolers Seeking Career Advice to Enter a STEM-related Field. Pew Research Center at: [Accessed 01 Sep. 2019]. The Framework for Integrative Science, Technology, Engineering and Mathematics (2014). In

_62, 2017. [5] Ochkov V. F, Bogomolova E. P., Ivanov D. A. Physical and Mathematical Informatic with Mathcad and Internet , Moscow, Lan Publishing House, 556 pp, 2018. English version (2 5 Problems for STEM Education ): [6] Monte Carlo Method: [7] mathcad forums.


of Education and Skills. (2017b). STEM education implementation plan 2017-2019. Retrieved from [2 February 2018]. Donohoe, P. (2017). Budget 2018 statement of the Minister for Finance and Public Expenditure and Reform Mr Paschal Donohoe, TD, 10 October 2017. Retrieved from [2 February 2018]. IGEES. (2016). Staff Paper 2016: Budgetary impact of changing demographics

Shternberg pp.134 - 157. Podmaskin, V. V. (2008). Folk knowledge of the Amur Evenkss. Russia and ATR. № 1. 88-101. Razumovskaya, V. (2014). Translating Aboriginal Siberian and Circumpolar Cultures in Russia. Translators, Interpreters, and Cultural Negotiators . pp. 190-212. Rosa, M., & Orey, D. C. (2017). STEM education in the brazilian context: An ethnomathematical perspective. STEM education in the junior secondary: The state of play (pp. 221-247) doi:10.1007/978-981-10-5448-8_11. Shelegina, O. N. (2006). Results and perspectives for studying adaptation processes

References: 1. EMORY, B.H., ZHU, W.D., 2006. Experimental Modal Analysis of Rectangular and Circular Beams. J. of STEM Education , 7 (3&4), pp 80-100. 2. RANDALL, R.B., WHITE, B., 1987. Frequency analysis . 3rd edition. Nærum: Brüel&Kjær. 3. HARRIS, C.M., 1995. Shock and Vibration Handbook . 4th edition. New York: McGraw-Hill. 4. EWINS, D. J., 1984. Modal Testing: Theory and Practice. Research Studies. New York: John Wiley and Sons. 5. HASLINGER, J., NEITTAANMAKI, P., 1997. Finite Element Approximation for Optimal Shape, Material and Topology Design. 2nd