Integrated STEM: Focus on Informal Education and Community Collaboration through Engineering

Burrows, Andrea C.; Lockwood, Meghan; Borowczak, Mike; Janak, Edward; Barber, Brian R.

doi:10.3390/educsci8010004

Cited by 52 publications

(31 citation statements)

References 13 publications

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“…More so, the engineering project immensely increases the following impact on the teachers through readiness to teach iSTEM lessons; make teachers be aware of the local iSTEM resources; knowledge of iSTEM workforce; engagement of teachers in iSTEM education; and fun to teach! [36,37].…”

Section: Level Four: Engineering Projectsmentioning

confidence: 99%

A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

Galadima¹,

Ismail²,

Ismail³

2019

IJEAT

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The development of any country in the world depends largely on its escalating focus on integrated science, technology, engineering, and mathematics (iSTEM). Over the years in Nigeria, there are calls for action to integrate STEM disciplines as the pre-service teachers are only receiving training in the separate field of STEM. Therefore, the purpose of this study was to determine the effectiveness of the iSTEM course as a new pedagogy for training the pre-service mathematics teachers’ readiness in teaching the iSTEM disciplines in Sokoto State, Nigeria. The study utilised one group quasi-experimental research design. Purposive sampling was used in choosing all the 54 pre-service mathematics teachers in their 300-level undergoing a teacher training programme in Sokoto State University, Nigeria. The participants underwent a 5-week iSTEM course organised by the researchers that focused on the five levels of integration that include: Single, Combine, Multiple, Engineering Projects, and Fully Integrated STEM disciplines. Data was collected through the iSTEM pre- and post-survey Questionnaire (iSTEM-SQ) and analysed using descriptive statistics. The bar graph and non-parametric Wilcoxon Signed Ranks test were also used in describing the effectiveness of the pre- and post-survey test. The findings indicated that the iSTEM course was effective in preparing and empowering the pre-service mathematics teachers’ pedagogical strategy for teaching integrated STEM in their future classroom instruction. The paper also recommends for incorporation of the iSTEM approach in the curriculum of pre-service mathematics teachers at the various institutions of learning in Nigeria.

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Section: Level Four: Engineering Projectsmentioning

confidence: 99%

A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

Galadima¹,

Ismail²,

Ismail³

2019

IJEAT

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“…subject to x 1 (0) = 1 and x 2 (0) = x 3 (0) = x 4 (0) = 0, where 0 < α ≤ 1/2. Thus, according to the RPS algorithm, the 5th approximate solution of FBTEs (19) and (20) is given as ω 5 (t) = 1 − ϕ(0) − 1 2 t 4α Γ(4α+1) + 1 4 − 1 2 ϕ(0) t 5α Γ(5α+1) . The resulting values of the RPS algorithm and some numerical methods, including the Fermat Tau method (FTM) [38], the generalized Taylor method (GTM) [36], and the fractional Taylor method (FrTM) [37], for inputs t between 0 and 1 with a step of 0.1, are given in Table 5.…”

Section: Numerical Experimentsmentioning

confidence: 99%

“…Interest in this type of education began in the United States in 2009 and many educational programs and methods have been developed and improved to deal with this curriculum. For more details about STEM education, see [19][20][21][22] and references therein.…”

Section: Introductionmentioning

confidence: 99%

Residual Power Series Technique for Simulating Fractional Bagley–Torvik Problems Emerging in Applied Physics

et al. 2019

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Featured Application: Fractional differential equations play a significant role in modeling certain dynamical systems arising in many fields of applied sciences and engineering. In this paper, the authors develop an attractive analytic-numeric technique, residual power series (RPS) method, for solving fractional Bagley-Torvik equations with a source term involving Caputo fractional derivative. In regard to its simplicity, the method can be applicable to a wide class of fractional partial differential equations, fractional fuzzy differential equations, fractional oscillator equations, and so on.Abstract: Numerical simulation of physical issues is often performed by nonlinear modeling, which typically involves solving a set of concurrent fractional differential equations through effective approximate methods. In this paper, an analytic-numeric simulation technique, called residual power series (RPS), is proposed in obtaining the numerical solution a class of fractional Bagley-Torvik problems (FBTP) arising in a Newtonian fluid. This approach optimizes the solutions by minimizing the residual error functions that can be directly applied to generate fractional PS with a rapidly convergent rate. The RPS description is presented in detail to approximate the solution of FBTPs by highlighting all the steps necessary to implement the algorithm in addressing some test problems. The results indicate that the RPS algorithm is reliable and suitable in solving a wide range of fractional differential equations applying in physics and engineering.

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“…Today there are many specimens of malware, as mentioned above, that use multiple attack techniques and vectors and are conducted stealthily to avoid detection, in order to retain unnoticed control over targeted systems for long periods of time [2]. On the other hand, in recent decades with the new educational technologies and the growth of the Massive Open Online Course (MOOCs) [3][4][5][6][7][8] there are new opportunities for this kind of malware to 'catch' new objectives and personal data which can be really important.…”

Section: Introductionmentioning

confidence: 99%

Systematic Approach to Malware Analysis (SAMA)

et al. 2020

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Featured Application: The systematic and methodological process of analysis described in this document will provide a complete understanding of the life cycle of a malware specimen in terms of its behavior, operation, interaction with the environment, methods of concealment and obfuscation, system updates, and communications.Abstract: Malware threats pose new challenges to analytic and reverse engineering tasks. It is needed for a systematic approach to that analysis, in an attempt to fully uncover their underlying attack vectors and techniques and find commonalities between them. In this paper, a method of malware analysis is described, together with a report of its application to the case of Flame and Red October. The method has also been used by different analysts to analyze other malware threats like 'Stuxnet', 'Dark Comet', 'Poison Ivy', 'Locky', 'Careto', and 'Sofacy Carberp'. The method presented in this work is a systematic and methodological process of analysis, whose main objective is the acquisition of knowledge as well as to gain a full understanding of a particular malware. Using the proposed method to analyze two well-known malware as 'Flame' and 'Red October' will help to understand the added value of the method.

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Integrated STEM: Focus on Informal Education and Community Collaboration through Engineering

Cited by 52 publications

References 13 publications

A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

Residual Power Series Technique for Simulating Fractional Bagley–Torvik Problems Emerging in Applied Physics

Systematic Approach to Malware Analysis (SAMA)

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