A Simulation-Based LED Design Project in Photonics Instruction Based on Industry–University Collaboration

The relationship and integration of 4C competences, biological literacy, creative problem-solving, and science process skills in biology learning are rarely analyzed simultaneously. On the other hand, integrating the four skills is important in 21st-century biology learning. The research aim is to explore the relationship and integration of 21st-century skills in biology learning, including 4C competence, biological literacy, creative problem-solving, and science process skills. The research method was quantitative research with a non-experimental explanatory design using 44 participants through filling out questionnaires, which were then analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS) at the 5% significance level. The results prove that 4C competences have a significant influence on biological literacy; 4C competences have a significant influence on creative problem-solving; 4C competences have a significant influence on science process skills; biological literacy has a significant influence on creative problem-solving; biological literacy has a significant influence on science process skills; and creative process skills have a significant influence on science process skills. The research concluded that 4C competences through biological literacy and creative problem-solving skills significantly affect science process skills. The study has direct practical implications for educators in developing innovative biology learning strategies that integrate 21st-century skills through strengthening 4C competencies. This integration is crucial not only for improving biology literacy, creative problem solving, and scientific process skills but also as an essential step in enhancing the quality of future biology teachers.

In this Letter, a light-emitting diode (LED) with prism-shaped-air-ring microstructures (PSAMs) formed on flat sapphire substrate is demonstrated as an alternative design to face-up LEDs on patterned sapphire substrate (PSS) for enhanced light extraction efficiency. In this LED design, the emitted photons can be deflected to the top of the chip for its effective extraction, contrary to the PSS-LED wherein photons are guided to sapphire and get absorbed by packaging materials. The PSAM-LED showed an enhancement in the radiometric power as high as 10% with a low far-field angle of 129° over that of a PSS-LED under an injection current of 20 mA.

Gallium-based light-emitting diodes (LEDs), including AlGaInP and GaN, have become the most widely used light-emitting devices in modern scientific research and practical applications. However, structures like carrier injection layers, active layers, and quantum well layers ensure the high luminescence efficiency of LEDs but also limit their applications at the micro- and nanoscale. Although the next generation of micrometer-scale light-emitting diodes (Micro-LEDs) has alleviated these issues to some extent, challenges such as edge effects and etching damage caused by size reduction lead to lower luminous efficiency and shorter lifetimes. Inspired by LED structure, this study designed and synthesized core-shell composite GaP:Zn/GaP/GaInP and GaP:Te/GaP nanoparticles using a thermal injection method. After high-temperature annealing, these composite materials demonstrated efficient electroluminescent performance under electric field excitation through band-edge transitions and the ZnGa-OP recombination mechanism. Experimental results show that the GaP:Zn/GaP/GaInP-GaP:Te/GaP composite samples with doping concentrations of 15%Zn-8%Te, a core-shell precursor ratio of 1:1:1, and reaction times of 1 h:20 min:20 min exhibit the best electron-hole injection efficiency and bound-recombination efficiency. Under excitation by an external electric field, they demonstrated optimal electroluminescence performance, with a relative luminous intensity of 11,109.21 at 600 nm, approximately 15 times higher than that of the initial condition samples. In addition, this study systematically investigated the structure, morphology, and elemental composition of the composite materials using various characterization techniques, including X-ray diffraction (XRD), transmission electron microscopy (TEM), scanning electron microscopy (SEM), energy-dispersive X-ray spectroscopy (EDS), and X-ray photoelectron spectroscopy (XPS). These GaP-doped nanoparticles with a core-shell composite structure, inspired by LED design, exhibited outstanding electroluminescent performance, providing new insights into the development of novel micro- and nanoscale electroluminescent materials.

We report a practical implementation of high-efficiency color conversion in an electrically pumped light-emitting diode (LED) using nonradiative energy transfer. On the basis of a new LED design that offers both strong energy-transfer coupling and efficient carrier injection, we show that a hybrid structure comprising a single monolayer of CdSe nanocrystals assembled on top of an InGaN/GaN quantum well provides nearly 10% color conversion efficiency. This value is significantly higher than that for a traditional absorption-re-emission color-conversion scheme in a similar device structure. Furthermore, these hybrid devices can also provide improved efficiencies, compared not only to phosphor-based structures but also to stand-alone LEDs.

The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self-Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.

The purpose of this study is to apply a new evaluation tool to gifted students and to analyze the results using science book reports to evaluate creative problem-solving skills. To this end, 20 students who had read all three books and submitted book reports among students attending the Science Gifted Education Center attached to the university were evaluated by applying the creative problem solving ability evaluation tool. As a result of evaluating the book reports of gifted students, the points that gifted students acquired did not change significantly depending on the content or type of books, so it was possible to confirm the stability of the creativity evaluation tool and to analyze the creative problem-solving ability of gifted students according to the components. Generally speaking, gifted students scored high in the Based on knowledge and skills in a specific area , which represents creative problem-solving skills related to knowledge and concepts of science, but The score of the general knowledge and skill-based which represents factor the ability to solve problems using knowledge in various areas other than the science field was relatively low. We found out in the study that it is necessary to educate gifted students on strategies and insights that can solve real problems based on convergent knowledge as well as cognitive science. In addition, we compared the results by classifying them into upper and lower groups based on the total score of the evaluation results to find out that the difference in the scores between the upper and lower groups in the divergent thinking is large, so that the divergent thinking activity element can be used as an important factor in understanding creative problem solving ability. It is expected that the evaluation of the creative problem-solving ability and the analysis of the evaluation results can measure the current student s level of creative problem-solving ability, and will be an indicator in the further instruction.

Change in social demands requires knowledge and skills that can be applied across disciplines. Professionals who can analyse problems, think critically, solve problems, communicate effectively, and take leadership are essential to meet new challenges in today's society. In this context, not only the area of expertise is important, but also the ability to think and learn, communicate and collaborate. Tackling complex interdisciplinary challenges requires professionals trained in creative thinking, problem solving, self-learning, team building, and other high skills. Among them, research skill is obligatory. Its development is important especially for future teachers. The ability to find new information and apply new methods for teaching children in school forms an integral part of the teacher's competence. In the context of distance learning, the development of such skills is fulfilled using digital technologies. The purpose of the study is to investigate the impact of digital technologies on the development of research skills of future primary school teachers. In this study, methods such as analysis, synthesis, survey, and case study were used. The study was conducted in the context of online learning at the Faculty of Pedagogy by students of the educational programme 6 В01 301 "Pedagogy and methods of primary education" based on the Buketov Karaganda State University. This study found that students acquired research and creative thinking skills through an open interprofessional distance learning course with digital adoption. This will increase the effectiveness of training and develop a new programme with the inclusion of digital technologies for higher educational institutions of the country.

Nursing students faced learning losses during the COVID-19 pandemic due to the transition to virtual classes, inadequate communication, and reliance on virtual clinical training as a prerequisite for clinical practice. This study aimed to investigate the extent of learning loss experienced by nursing students and examine the impact of simulation-based learning (SBL) on mitigating this learning loss and on students’ confidence, satisfaction, and performance before and after the SBL program. This quasi-experimental study used a within- and between-subjects design. Data were collected from January 2022 to May 2023 from 177 nursing students before and after the SBL program. The Learning Loss scale and Simulation Training Evaluation Questionnaire were used. Substantial learning losses were observed in nurses’ knowledge, professional attitude, and skills before the intervention. The intervention group had significantly higher knowledge, professional attitude, and professional skills than the control group. The intervention significantly improved nursing students’ confidence, expectations/satisfaction, and performance. The regression model revealed that age and weeks in internship were significant predictors of learning loss. Prior distance education experience did not show any significant association with learning loss. Thus, SBL is useful in crisis situations; it enhances nursing students’ knowledge, professional attitudes, and professional skills. Course designers should consider integrating SBL into nursing curricula as an innovative teaching strategy to compensate for possible learning losses. This approach will help prepare graduates to enter the workforce with the ability to quickly adapt and practice confidently in clinical settings to ensure patient safety.

This study investigates the effects of STEAM activities, aligned with the European Green Deal goals, on climate literacy and creative problem-solving skills of 7th-grade students from a socioeconomically disadvantaged village school in Turkey. A mixed-methods approach was used. A total of 51 students participated, with 27 in the experimental group and 24 in the control group. Over seven weeks, the experimental group engaged in scenario-based STEAM activities, while the control group followed traditional teaching methods. Data were collected using the Climate Literacy Scale, the Creative Problem Solving Inventory, and semi-structured interviews, and analyzed with SPSS 25 and content analysis. Results showed significant improvements in climate literacy and problem-solving skills in the experimental group, while no significant changes were observed in the control group. The study demonstrates that STEAM activities enhance environmental awareness and influence students’ career interests in environmental protection. It is recommended to integrate STEAM activities into curricula.

Educational Resources (OER) is the key to the world of 21st-century learning amid the complexity and learning connection under massive information. Knowledge and 21st-century skills are promoted and generated from the creation, production and development through the OER process (called 5R's model), which are Retain, Reuse, Revise, Remix and Redistribute. Moreover, the integration of 1) pedagogies and practices, and 2) co-creation and collaborative learning through cognitive tools is the concept of Educational Practices (OEP). The OEP obviously promotes both problem solving and creative thinking skills. The thinking skills and powerful practice are promoted by the creative problem solving (CPS) method, which conform to the OEP. There are five steps for using OER through OEP: 1) Learning to Open 2) Goals setting and Collaborative learning 3) Retrieving and Brainstorming 4) Reuse, Revise and co-creating and 5) Evaluate, Feedback and Retain. Finally, the process of using OER through OEP will be able to effectively promote creative problem solving skills.

Creative problem solving has emerged as one of the most sought skill sets by employers. The purpose of this chapter was to comparatively examine the relationships between principal instructional leadership, teacher creative practices, and students' creative problem-solving skills in public and private schools in the United States context. Special attention was given to the relationship patterns between variables for the higher (1st quartile) and lower performing (4th quartile) student populations. The data source was the PISA 2012 data sets. Findings showed that there were similarities and differences between the relationships of study variables in two schooling systems. Findings identified similar and different relationship patters between the study variables in these two distinct school settings. Findings also showed relationship patterns differed for lower and higher achieving student groups in each schooling system.

IntroductionTube thoracostomy is a relatively infrequent, high-risk procedure that is a required competency for emergency medicine residents. Simulation-based mastery learning is the gold standard for procedure training and has been used to successfully train residents in high-risk procedures.MethodsWe developed a simulation-based mastery learning course for tube thoracostomy for PGY 2 emergency medicine residents. The course included (1) precourse work, (2) baseline assessment using a modified version of the TUBE-iCOMPT checklist, (3) anatomy/radiology review, (4) deliberate practice to master individual aspects of the procedure, and (5) final assessment. If a minimum passing score was not achieved, additional coaching and deliberate practice occurred until the learner was able to achieve a minimum passing score.ResultsAfter piloting the course with a cohort of seven PGY 2 emergency medicine residents, we successfully trained 24 additional PGY 2 residents in the subsequent two classes. Combining all three cohorts (N = 31), there was a statistically significant increase in learners’ modified TUBE-iCOMPT scores (pretest M = 61.2, SD = 10.0; posttest M = 75.5, SD = 2.9; p < .001). Learners’ confidence in their ability to correctly place a chest tube increased, rated on a 10-point Likert scale (1 = not very confident, 10 = very confident; precourse M = 5.6, SD = 1.8; postcourse M = 8.3, SD = 1.1; p < .001).DiscussionThis simulation-based course was well received by learners. Our assessment demonstrated that learners improved directly observed procedural skills in simulation and confidence in tube thoracostomy placement.

ABSTRACTTheater arts encompass unique art forms comprising highly developed pedagogical applications apart from theater as performance. Specifically, the use of drama as a learning medium, referred to in the field as process drama, is most emphatically applicable to the education of young children. Young children actively gain skills in dialogue, collaboration, and creative problem solving, by collectively pretending, with teacher guidance, to be in an imaginative elsewhere—something most are well adept at from their own natural dramatic play. This article argues that ages 3–8 represent a critical time for children to benefit from process drama integrated into the curriculum and highlights the unique impact process drama can make when it is used to explore a particular problem, situation, or theme, referencing related national core arts. Documentation from well-established programs is presented, and recommendations for training drama teachers on how to work in early childhood and for early childhood teachers on how to integrate process drama into their curriculum are presented.

A crucial component of disciplinary engagement for learners in science is that of scientific empathy—in other words, the metaphysical connection between the student and the object of study, as scientists embody when deeply engaged in their work. Scientific empathy is the factor that stimulates and maintains students’ desire to inquire and that elicits creative problem-solving in their “doing” science as a distinctive disposition from general empathy. As such, in this study, the scientific empathy index (SEI) was developed to measure these traits of scientific empathy. For this purpose, two-rounds of factor analyses were conducted in the preliminary and the main tests of SEI. To prove the validity of the main test, correlation and mediated analysis were additionally conducted between other problem-solving scales and Final SEI. The first-factor analysis was conducted on 1,048 elementary, middle, and high school students as a preliminary test for extracting SEI questions. Based on the preliminary test results, 956 K-12 students were newly recruited, and the validity of the main test was confirmed through a second-factor analysis. Through these analyses, it was identified that the scale comprised five factors: sensitivity, situational interest, scientific imagination, empathetic concern, and empathetic understanding of others. Each scientific empathy factor revealed both cognitive and affective process dimensions including individual and social interrelations of students’ empathy in doing science. SEI was more highly correlated than the general empathy scale in the process of creative problem-solving and science process skills. In addition, it was found to exhibit a mediating effect between creative problem-solving and scientific inquiry. These findings validate the newly developed SEI and how it contributes to providing science learners with a useful tool for quick and easy measurement of scientific empathy and its components for the empathized involvement process between the student and their research subject.

Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research.