DIGITAL MEASURING COMPLEX BASED ON ARDUINO NANO 33 BLE SENSE

Meaningful learning is central to every teaching and learning exercise. The attainment of this goal in the face of the cultural diversity of students suggests the use of culturally sensitive approaches. Several studies have shown that teachers are adopting tenets of culturally relevant education to promote meaningful learning of STEM subjects for culturally, linguistically, and socially diverse populations of learners. In Africa, the culturo-techno-contextual approach (CTCA) has witnessed great exploration in Science Technology, Engineering, and Mathematics (STEM) education to ensure students learn meaningfully. However, missing in the literature is a systematic review study on the use of CTCA in STEM teaching and learning. By synthesizing the findings of studies on the use of CTCA, this review highlights the unique contributions of CTCA to promoting meaningful learning of STEM subjects for African learners through quality research reports connecting CTCA to students’ positive outcomes in science, technology, and mathematics from 2015 to 2025. Data were sought from peer-reviewed experimental studies found in Google Scholar, ResearchGate, Scopus, and Web of Science with specific selection criteria, and 24 studies were found eligible for inclusion. The findings demonstrated that CTCA has been repeatedly effective in breaking the barriers to meaningful learning of STEM subjects, helping students to understand difficult STEM concepts and improving their academic achievement. Additionally, the findings indicated several implications for practice and future research on the use of CTCA. Hence, we concluded that this review study will be a useful reference for teachers, STEM educators, and educational researchers willing to rewrite the narratives of STEM learning in Africa by decolonizing STEM education and bringing the African indigenous knowledge to the frontier of STEM teaching and learning.

This research aims to examine teacher’s initial perceptions of STEM Education. The participants in this study were 43 in-service STEM related subject teachers from the northeastern region in Thailand who were keen on participating in the STEM Education for Educators Module, Khon Kaen University. The data was collected through an open-ended questionnaire of Teacher’s Perceptions of STEM Education (TP-STEM) prior to the process of professional development beginning. The aspects of TP-STEM included (1) STEM concept; (2) Experience implementing STEM; (3) STEM PK; (4) Teacher’ competency for STEM education; (5) Assessment in STEM education; (6) Supporting STEM education in schools; and (7) Research in STEM education. An interpretative paradigm was implemented as a methodology to interpret qualitative data in this research. Research findings were discussed around seven aspects of teacher’s perceptions of STEM education according to the TPSTEM questionnaire. The findings reveal that teacher’s perceptions of the STEM concept goes around the term integrated STEM disciplines. Surprisingly, the majority of teachers had never implemented STEM education in their teaching and a number of teachers tend to separate STEM teaching into each discipline rather than link the disciplines for problem solving. Key PK in STEM education was emphasised on practicing, active learning, and integrated disciplines. Teacher’s indicated PK (PK) as the most significant competency for STEM education, whereas partnership was also considered as a competency to support successful STEM implementation. Authentic assessment and formative assessment were emphasised as key features for assessment in STEM education. Teachers indicated good organisation and support from schools on resources, policy, and professional development for successful STEM implementation. Also, enhancing student’s skills, and innovation were indicated as a focus for STEM education research. These findings could explicitly indicate the trail for professional development (PD) provided that teacher’s ideas about STEM education are related closely to the STEM philosophy from the basic background to implications for a more efficient outcome for implementing STEM education in schools. Moreover, there were indications of the need for support from the Ministry of Education, school administrations, and experts from universities in order to produce effective STEM Education in Thailand. The paper has implications for STEM education professional development not only in Thailand but also for Asia Pacific countries.

This article explores the integration of ChatGPT into STEM education as a means to address educational disparities and enhance learning experiences. Focused on making STEM education more inclusive and accessible, the research delves into ChatGPT's potential to democratize education by overcoming geographical and language barriers, thus providing quality educational resources to underprivileged communities. The study underscores ChatGPT's capabilities in facilitating personalized and interactive learning experiences, supporting complex subject comprehension, and aiding in practical problem-solving and laboratory work. The findings suggest that ChatGPT can significantly enhance the quality and effectiveness of STEM education, making it more engaging and tailored to diverse student needs. The article concludes with a call to action for policymakers, educators, and technology developers to invest in infrastructure and training, ensuring ChatGPT's benefits reach all learners globally, thereby contributing to a more equitable and enlightened future in education.

The new challenges set before modern society require a rethinking of approaches to the learning process and require training young people in new curricula aimed at training generalists, whose deep theoretical knowledge will be supported by practical skills. In 2016–2018, the Ministry of Education and Science of Ukraine adopted a number of orders that ensured the formation of a new approach to the educational process in Ukraine. STEM education was introduced, which should support students theoretical knowledge gained during the school process, practical skills, obtained through the practical activities of children in specialized centers equipped with the necessary equipment. In August 2018, on the basis of the communal institution Richelieu Lyceum, an experimental educational and scientific subdivision “Center for STEM-education of Odessa region” was created. In the center of STEM-education in Odessa region, work is underway to introduce new teaching methods, which include mandatory practical work of students in the classroom. In connection with the need to devote more time to the lesson for students to perform practical work on this topic, the methodologists of the STEM-center develop special training programs for students. For students of Richelieu Lyceum attending the STEM-center are offered such electives in the profile “Biology” as: levels of organization of living matter, modern taxonomy of living organisms, human pathophysiology, biotechnology: cell and genetic engineering, laboratory work and others. The educational process is necessarily accompanied by practical work involving microscopes. Individual work of students with microscopes improves the level of knowledge acquired by the child; gives them the opportunity to obtain visual confirmation of the theoretical material that was learned during the lesson; provides the formation of research skills; increases their overall self-esteem and provides further growth of interest in the educational process. Acquisition of practical work skills increases the level of preparation of students and provides them with the opportunity to participate in various competitions, Olympiads, tournaments, defense of scientific papers.

Background: As STEM education evolves, there is an increasing demand for innovative pedagogical tools that not only engage students but also enhance their learning experiences. Educational escape rooms (EERs) have shown promise in meeting these demands by combining enjoyment with effective educational strategies. Purpose: This paper introduces the CREATE framework, a novel approach designed specifically for developing EERs in STEM education. The framework aims to integrate core pedagogical principles with the engaging mechanics of escape rooms to enrich learning outcomes. Sample: While this paper does not focus on a specific sample in empirical research, it addresses the broader academic community involved in STEM education, including educators, curriculum designers, and educational researchers. Design and Methods: The CREATE framework is described through its six key components: Content Integration, Real-world Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Each component is supported by relevant educational theories which guide the design and implementation, ensuring the EERs align with educational standards and learning objectives in STEM. Results: The framework was conceptualised to facilitate the creation of EERs that are theoretically sound and pedagogically effective. The paper provides a theoretical basis and design methodology expected to enhance the educational impact of escape rooms. Conclusion: The CREATE framework offers a scalable and theory-based approach to enhance STEM education through EERs. It holds significant potential for educators seeking to innovate and improve student engagement and learning outcomes. Future research should focus on empirical validation of the framework across various educational settings to substantiate its effectiveness and adaptability.

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contributions of the report to move the ELs and STEM fields forward. Second, we describe ELs in terms of their heterogeneity and the inconsistency of educational policies that affect their learning opportunities in STEM subjects. Third, we describe contemporary views on STEM subjects and language with ELs that indicate that instructional shifts across STEM subjects and language are mutually supportive. Fourth, we describe promising instructional strategies to promote STEM learning and language development with ELs. Lastly, we close the article by reimagining STEM education with ELs and offer potential next steps. These foundational constructs and perspectives on STEM subjects and language with ELs are critical because they provide the conceptual grounding for the design of the education system for ELs. The report could contribute to building a knowledge base for ELs in STEM subjects and language as education research, policy, and practice converge to reimagine what is possible to both support and challenge ELs to learn academically rigorous content standards that are expected of all students.

Since, the 1st International Annual Meeting on STEM education (IAMSTEM) 2018 was organized based on seed funding of Thailand Ministry of Education and Khon Kaen University with aiming to bring STEM education researchers and teachers together for building up STEM education community. The ASEAN Research Network for STEM education (ARN-STEM) was formed in 2018 when the group of STEM education researchers in Southeast Asia jointly organized the IAMSTEM 2018. The primary objective was to encourage the creation of links, and the exchange of ideas and information among the academic community, private-sector firms and organizations, and government policy makers, leading to a better understanding on STEM education related policy and innovations in the ASEAN region.In 2019, our group is growing up. The 2nd International Annual Meeting on STEM education (IAMSTEM 2019) was held in 27-29 September 2019 at Thai Nguyen University of Education, Thai Nguyen, Vietnam. It gives us great pleasure to announce that the 2nd IAMSTEM 2019 was a resounding success, with over 250 participants from throughout Vietnam and from other countries. On behalf of the organizers, ASEAN Research Network for STEM education (ARN-STEM), ASEAN Comparative Educational Research Network (ACER-N), Science Education Association of Thailand (SEAT), Thailand Office of Basic Education Commission (OBEC); Khon Kaen University, Rajabhat Yala University, Thailand; Universiti Kebangsaan Malaysia, Sekolah Tinggi Agama Islam Negeri (STAIN) Sorong, State University of Malang, Indonesia; Mindanao State University–Iligan Institute of Technology, the Philippines as well as other corporate sponsors whose generous contributions made this a successful meeting. IAMSTEM 2019 provided a unique opportunity for experts, academics, and educators to exchange knowledge and build friendships. The meeting consisted of four keynote speakers, and a number of contributed oral and poster presentations. Resulting from the success of IAMSTEM 2019 are qualified full research articles from the presentations, which have been reviewed and compiled in this IOP Journal of Physics: Conference Series. It is our sincere hope that these proceedings will contribute to advancing our understanding of STEM education and applications and serve as initiators for even greater achievements in the field.List of Committees are availble in this pdf.

Globally, the demand for people prepared to enter Science, Technology, Engineering and Math (STEM) careers is increasing. To help fill this demand, many formal and informal STEM educational interventions have been implemented in the K-12 domain. However, due to the lack of a clearly defined framework for documenting the nature and scope of the intervention (National Research Council, 2014), the interventions vary greatly in their success, sustainability, and replicability. This research is grounded in Educational Design Research and uses the principle of Learning Experience Design (LXD) to develop a framework for thoughtfully designing and documenting a STEM intervention. This framework is then applied to the creation of a transdisciplinary Introduction to Engineering course specifically designed to improve student attitudes towards STEM, particularly engineering, as well as a professional development for teachers. The intervention and professional development are then evaluated to determine the impact on student attitudes towards STEM as well as teacher content knowledge and pedagogical content knowledge.

STEM (Science, Technology, Engineering, and Mathematics) has become a popular term in Education worldwide and has received increasing attention in recent years in Brazil. However, developing a reliable assessment of interdisciplinary learning in STEM courses has been challenging. This chapter performed an extended investigation on all the Brazilian STEM courses using the National Assessment of Student Achievement (ENADE) datasets and improved our previous innovative methodology. ENADE datasets are maintained by National Institute for Educational Studies and Research Anísio Teixeira and correspond to data about all final year STEM students who performed the exams in 2005, 2008, 2011, 2014, and 2017. Our dataset contains 527,058 events; it was used to compare groups of female and male students’ academic performances, the grades obtained through the years, the mean ages, and compare the performance between the types of Brazilian universities.

Chapter 10 - Lab safety for pregnant and immuno-compromised individuals

Researchers and technicians who use mice in research are exposed to complex mixtures containing mouse allergen, endotoxin and particulates from animals, bedding and feed. The particle characteristics of these different exposures, and whether they are encountered together or separately, are important to better understand their adjuvant and allergic effects. Endotoxin and mouse allergen are derived from the same animal source, but have different physicochemical attributes. It is not known if airborne exposures to these agents are correlated in the laboratory animal workplace. Side-by-side personal and area samples for airborne endotoxin (52), mouse allergen (46) and total particulates (43) were obtained in the animal facility and laboratories of a medical research institution. Animal handlers and researchers reported time spent on work tasks with mice, symptoms upon exposure to mice and mouse sensitization was determined by skin test or RAST. Mean airborne endotoxin exposure was highest during mouse experiments in the animal facility at 960 pg m(-3), peaked at 3125 pg m(-3), and ranged from 46 to 678 pg m(-3) with work in mouse rooms and research labs. Mouse allergen concentrations were highest during direct mouse work and background in research labs (mean 63-68 ng m(-3), range 41-271 ng m(-3)), but were undetectable during mouse research performed under a hood. Endotoxin and mouse allergen concentrations were correlated during direct research with mice and mouse care activities. Particle counts were low, typically < 1 cm(-3), varied widely, and exhibited peaks and valleys during different work tasks. From 80-90% of particles were < 1 microm in aerodynamic diameter during background measurements. The contribution of respirable particles 1-5 microm in size increased to 25-30% during mouse care and mouse research activities, but we found no association between any particle size and endotoxin or mouse allergen concentrations. Animal handlers and researchers in the mouse facility were exposed to the highest daily endotoxin concentrations, whereas researchers working with mice in the mouse facility and in laboratories were exposed to the highest daily mouse allergen concentrations. These findings suggest that endotoxin and mouse allergen are co-exposures during mouse handling and research, and that control of exposure peaks may be necessary to limit allergic disease in the laboratory animal workplace.

BackgroundInterest in mindfulness has increased exponentially, particularly in the fields of psychology and medicine. The trait or state of mindfulness is significantly related to several indicators of psychological health, and mindfulness-based therapies are effective at preventing and treating many chronic diseases. Interest in mobile applications for health promotion and disease self-management is also growing. Despite the explosion of interest, research on both the design and potential uses of mindfulness-based mobile applications (MBMAs) is scarce.ObjectiveOur main objective was to study the features and functionalities of current MBMAs and compare them to current evidence-based literature in the health and clinical setting.MethodsWe searched online vendor markets, scientific journal databases, and grey literature related to MBMAs. We included mobile applications that featured a mindfulness-based component related to training or daily practice of mindfulness techniques. We excluded opinion-based articles from the literature.ResultsThe literature search resulted in 11 eligible matches, two of which completely met our selection criteria–a pilot study designed to evaluate the feasibility of a MBMA to train the practice of “walking meditation,” and an exploratory study of an application consisting of mood reporting scales and mindfulness-based mobile therapies. The online market search eventually analyzed 50 available MBMAs. Of these, 8% (4/50) did not work, thus we only gathered information about language, downloads, or prices. The most common operating system was Android. Of the analyzed apps, 30% (15/50) have both a free and paid version. MBMAs were devoted to daily meditation practice (27/46, 59%), mindfulness training (6/46, 13%), assessments or tests (5/46, 11%), attention focus (4/46, 9%), and mixed objectives (4/46, 9%). We found 108 different resources, of which the most used were reminders, alarms, or bells (21/108, 19.4%), statistics tools (17/108, 15.7%), audio tracks (15/108, 13.9%), and educational texts (11/108, 10.2%). Daily, weekly, monthly statistics, or reports were provided by 37% (17/46) of the apps. 28% (13/46) of them permitted access to a social network. No information about sensors was available. The analyzed applications seemed not to use any external sensor. English was the only language of 78% (39/50) of the apps, and only 8% (4/50) provided information in Spanish. 20% (9/46) of the apps have interfaces that are difficult to use. No specific apps exist for professionals or, at least, for both profiles (users and professionals). We did not find any evaluations of health outcomes resulting from the use of MBMAs.ConclusionsWhile a wide selection of MBMAs seem to be available to interested people, this study still shows an almost complete lack of evidence supporting the usefulness of those applications. We found no randomized clinical trials evaluating the impact of these applications on mindfulness training or health indicators, and the potential for mobile mindfulness applications remains largely unexplored.

The gender dimension of Science, Technology, Engineering and Mathematics (STEM) has intrigued social scientists for a long time. Although in India, women’s entry to STEM higher education has been improving over the last few decades, the reality of premier institutions remains broadly unaltered. The current qualitative research was an attempt: (a) to explore the career-selection-related decision-making, (b) to detect whether gendered processes are evident in STEM research laboratories, and (c) to explore the psychological effects of gendered processes among female doctoral/postdoctoral researchers. This qualitative study relied on in-depth interviews with twenty female STEM academics pursuing doctoral or postdoctoral research in ten premier Indian institutions. A hybrid of theoretical and inductive thematic analysis has been used to analyse the qualitative data. The results revealed that the combination of individual (interest and self-efficacy) and contextual factors (parental support and role models) had impacted the researchers’ decision to select and pursue higher studies in STEM. Furthermore, the current research shows that higher studies in STEM are characterised by the four defining features of gendering, i.e., gendered division of labour, gendered symbols, gendered identity, and gendered interactions (Acker, 1990). Gendering in STEM has led to self-doubt and diminished sense of belonging among the researchers.

[This paper is part of the Focused Collection in Artificial Intelligence Tools in Physics Teaching and Physics Education Research.] Generative AI tools, including the popular ChatGPT, have had a significant impact on discourses about future work and educational practices. Previous research in science education has highlighted the potential of generative AI in various education-related areas, including generating valuable discussion material, solving physics problems, and acting as a tutor. However, little research has been conducted on the role of generative AI tools in laboratory work, an essential part of science education, and physics education specifically. Here, we show various ways in which high school students use ChatGPT during a physics laboratory session and discuss the relevance of using generative AI tools to investigate acoustic levitation and the speed of sound in air. Additionally, employing variation theory as a theoretical lens in the analysis, we identify how generative AI can be used to further develop students’ problem-solving skills in the physics laboratory. However, although our study shows that generative AI tools may handle some relevant questions and problems during laboratory work, the teacher still plays a crucial role in identifying students’ needs and capabilities of understanding the potential and limitations of generative AI. Finally, this study serves as an important point of discussion regarding the ways in which students need support and training to efficiently utilize generative AI to further their learning of physics.