با سلام خدمت کاربران در صورتی که با خطای سیستم پرداخت بانکی مواجه شدید از طریق کارت به کارت (6037997535328901 بانک ملی ناصر خنجری ) مقاله خود را دریافت کنید (تا مشکل رفع گردد).
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A programmatic intervention to promote entrepreneurial selfefficacy, critical behavior, and technology readiness among underrepresented college students
یک مداخله برنامه ای برای ارتقا کارآیی کارآفرینی ، رفتار انتقادی و آمادگی فناوری در میان دانشجویان کم دانشگاه-2020 Underrepresented students face challenges in accessing entrepreneurial education and careers in
science, technology, engineering and mathematics. In attempts to address this deficit, a five-week
social entrepreneurship program (named Poder) with a focus on technology was implemented at
one of the largest community college systems in the U.S. Conceptually, the program curriculum
was grounded in Social Cognitive Career Theory and Critical Consciousness, two approaches
noted for helping underserved students. In order to evaluate the efficacy of the program, students
from diverse backgrounds (n=106) completed pre- and post-test measures, which included
instruments assessing entrepreneurial self-efficacy, entrepreneurial skills, civic participation,
critical behavior, technology optimism, and technology innovation. Results from paired samples
t-tests and a series of repeated measures mixed-design ANOVAS suggest that students experienced
significant increases in all outcome measures, except for civic participation, and effects were not
moderated by race/ethnicity, gender, or immigration status. These results suggest that the program,
designed with a culturally responsive curriculum, was effective in promoting the career
development of culturally diverse and underrepresented students. We discuss conceptual and
practical contributions for addressing educational attainment gaps and systemic issues in entrepreneurship
and STEM education. Keywords: Critical entrepreneurship | Underrepresented students | STEM education | Social cognitive career theory | Community college |
مقاله انگلیسی |
2 |
Augmented reality for STEM learning: A systematic review
واقعیت تقویت شده برای یادگیری STEM: یک مرور سیستماتیک-2018 This study presents a systematic review of the literature on the use of augmented reality technology to support science, technology, engineering and mathematics (STEM) learning. It synthesizes a set of 28 publications from 2010 to 2017. A qualitative content analysis is used to investigate the general characteristics of augmented reality applications in STEM education, the instructional strategies and techniques deployed in the studies reviewed, and the evaluation approaches followed in the interventions. This review found that most augmented reality applications for STEM learning offered exploration or simulation activities. The applications reviewed offered a number of similar design features based on digital knowledge discovery mechanisms to consume information through the interaction with digital elements. However, few studies provided students with assistance in carrying out learning activities. Most of the studies reviewed evaluated the effects of augmented reality technology in fostering students conceptual understanding, followed by those that investigated affective learning outcomes. A number of suggestions for future research arose from this review. Researchers need to design features that allow students to acquire basic competences related with STEM disciplines, and future applications need to include metacognitive scaffolding and experimental support for inquiry-based learning activities. Finally, it would be useful to explore how augmented reality learning activities can be part of blended instructional strategies such as the flipped classroom.
keywords: Augmented reality |Applications in STEM education |Interactive learning environments |Systematic review |
مقاله انگلیسی |