Science education

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences. Historical background The first person credited with being employed as a science teacher in a British public school was William Sharp, who left the job at Rugby School in 1850 after establishing science to the curriculum. Sharp is said to have established a model for science to be taught throughout the British public school system. The British Academy for the Advancement of Science (BAAS) published a report in 1867 calling

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Unsupervised extraction of students navigation patterns on an EPFL MOOC

Thibault Lucien Christian Asselborn, Victor Faramond, Louis Pierre Faucon

How do students learn in MOOCs? This project aims at answering this question by analyzing the activities of thousands of students registered on EPFL Scalaa MOOC hosted by Coursera. With the rapid growth of MOOCs, Education Science has entered the Big Data bubble, bringing new opportunities to study and improve learning technologies. We are interested in studying students navigation patterns which are the short sequences of learning activities that a students perform on the MOOC platform. In our case, the learning activities are one of watching a video lecture, reading or posting on the forum and submitting assignments. In this project we use unsupervised machine learning techniques to extract the main navigation patterns of students and gain insights on their behavior. We produce a simple and efficient visualization tool in order to provide feedback to teachers to help them understand the potential difficulties encountered by their students during the course and, if necessary, take actions accordingly

2017

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RoboGen: Robot Generation through Artificial Evolution

Joshua Evan Auerbach, Deniz Aydin, Titus Cieslewski, Ludovic Daler, Pradeep Ruben Fernando, Dario Floreano, Grégoire Hilaire Marie Heitz, Przemyslaw Mariusz Kornatowski, Ilya Loshchilov, Andrea Maesani

Science instructors from a wide range of disciplines agree that hands-on laboratory components of courses are pedagogically necessary (Freedman, 1997). However, certain shortcomings of current laboratory exercises have been pointed out by several authors (Mataric, 2004; Hofstein and Lunetta, 2004). The overarching theme of these analyses is that hands-on components of courses tend to be formulaic, closed-ended, and at times outdated. To address these issues, we envision a novel platform that is not only a didactic tool but is also an experimental testbed for users to play with different ideas in evolutionary robotics (Nolfi and Floreano, 2000), neural networks, physical simulation, 3D printing, mechanical assembly, and embedded processing. Here, we introduce RoboGen™: an open-source software and hardware platform designed for the joint evolution of robot morphologies and controllers a la Sims (1994); Lipson and Pollack (2000); Bongard and Pfeifer (2003). Robo- Gen has been designed specifically to allow evolved robots to be easily manufactured via widely available desktop 3D-printers, and the use of simple, open-source, low-cost, offthe- shelf electronic components. RoboGen features an evolution engine complete with a physics simulator, as well as utilities both for generating design files of body components for 3D printing, and for compiling neural-network controllers to run on an Arduino microcontroller board.

The MIT Press2014

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Comparing two forms of concept map critique activities to support knowledge integration in biology education

Beat Adrian Schwendimann

Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two kinds of concept map critique activities embedded in an evolution unit: Student dyads in one group compared their concept maps against an expert map while dyads in the other group conducted a peer-review. Analysis of the concept maps suggests that both treatment groups significantly improved their understanding of evolution. However, the two groups developed different criteria: The expert-map group focused mostly on concept-focused criteria like concept classification while the peer-review group used more link-focused criteria like link labels and missing connections. This paper suggests that both critique activities can be beneficial to making more coherent connections across different topics in biology.

2014

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Science

thumb|Allégorie de la Science par Jules Blanchard, située sur le parvis de l'hôtel de ville de Paris. La (du latin scientia, « connaissance », ) est dans son sens premier « la somme des connaissance

Éducation

vignette|270px|Moyen mnémotechnique mis à disposition des enfants visitant le Field Museum de Chicago leur permettant d'apprendre les pays formant l'Asie et leurs contours géographiques. L’éducation

Pseudoscience

thumb|redresse|Dans le domaine de la pseudoscience :Instrument du début du conçu par Franciszek Rychnowski afin de mesurer les radiations d'une « énergie cosmique ». La pseudoscience ou pseudo-s

CS-411: Digital education

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies on this topic: do student actually learn due to technologies?

ENG-629: Lecturing and Presenting in Engineering

Informed by contemporary research on teaching engineering, participants design and deliver lessons for specific audiences. This course is relevant for teaching assistants and those who intend to make teaching science or engineering part of their career, in a formal or informal way.