scholarly journals Introducing Life Science Doctoral Students in Oz to the Wizardry of Computational Modeling: Introducing Computational Thinking with CellDesigner™

2012 ◽  
Vol 9 ◽  
pp. 1753-1762 ◽  
Author(s):  
George W. Shiflet ◽  
Angela B. Shifleta
Keyword(s):  
Computational Modeling ◽  
Doctoral Students ◽  
Life Science ◽  
Computational Thinking

scholarly journals Computational Thinking in Life Science Education

2014 ◽  
Vol 10 (11) ◽  
pp. e1003897 ◽  
Author(s):  
Amir Rubinstein ◽  
Benny Chor
Keyword(s):  
Science Education ◽  
Life Science ◽  
Computational Thinking

scholarly journals Understanding student computational thinking with computational modeling

2013 ◽  
Author(s):  
John M. Aiken ◽  
Marcos D. Caballero ◽  
Scott S. Douglas ◽  
John B. Burk ◽  
Erin M. Scanlon ◽  
...  
Keyword(s):  
Computational Modeling ◽  
Computational Thinking

Computational Thinking and Life Science

2021 ◽  
pp. 107-133
Author(s):  
Amanda L. Strawhacker
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Computer Science ◽  
Educational Intervention ◽  
Research Team ◽  
Life Science ◽  
Computational Thinking ◽  
Educational Goals ◽  
Inquiry Based Learning ◽  
Computer Scientists

Life science and computer science share the educational goals of fostering students to engage in inquiry-based learning and solve problems through similar practices of discovery, design, and experimentation. This chapter outlines the pedagogical links among traditional life science and emerging computer science domains in early childhood education, and describes an educational intervention using the CRISPEE technological prototype. CRISPEE, designed by a research team of developmentalists, biologists, educators, and computer scientists, invites young children to use computational logic to model design processes with biological materials. Findings are discussed as they relate to new understandings about how young children leverage computational thinking when engaged in design-based life science, or biodesign.

Using Commercial-Off-the-Shelf Video Games to Facilitate Habits of Mind

2010 ◽  
pp. 262-277 ◽  
Author(s):  
Michael A. Evans
Keyword(s):  
Video Games ◽  
Evolutionary Biology ◽  
Life Science ◽  
Science Classroom ◽  
Computational Thinking ◽  
School Science ◽  
Habits Of Mind ◽  
Seventh Grade ◽  
Commercial Off The Shelf

The purpose of this chapter is to provide a theoretically based argument for using commercial-off-the-shelf (COTS) video games to teach life science topics in the seventh grade science classroom. Specifically, the game Spore™, a turn-based strategy game, will be examined as a potential tool and environment for cultivating knowledge building and model-based reasoning. Though the diversity in methods of the reasoning processes are great and varied, researchers believe that “scientists’ work involves building and refining models of the world” (Lehrer & Schauble, 2006, p. 371). The argument forwarded is that Spore™, contextualized by purposeful efforts of instructors and researchers, may facilitate the development and refinement of scientific habits of mind and computational thinking. An exploratory case study derived from an overview of five sections of a seventh grade life science course (n=85), where a two-week lesson on evolutionary biology was significantly revised, illustrates opportunities for and challenges to incorporating COTS games into formal middle school science classroom.

scholarly journals Developing Computational Thinking Teaching Strategies to Model Pandemics and Containment Measures

2021 ◽  
Vol 18 (23) ◽  
pp. 12520
Author(s):  
Roberto Araya ◽  
Masami Isoda ◽  
Johan van der Molen van der Molen Moris
Keyword(s):  
Computational Modeling ◽  
Real World ◽  
Virus Transmission ◽  
Computational Thinking ◽  
Asia Pacific ◽  
School Students ◽  
Grade Levels ◽  
Containment Measures ◽  
And Mathematics ◽  
Key Aspects

COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate computational thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the framework for CT from the Inclusive Mathematics for Sustainability in a Digital Economy (InMside) project by Asia-Pacific Economic Cooperation (APEC): algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels and that this is a powerful example of Science Technology, Engineering, and Mathematics (STEM) integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

scholarly journals Developing Computational Thinking to Help Tackle Pandemic Challenges

2021 ◽  
Author(s):  
Roberto Araya ◽  
Masami Isoda ◽  
Johan van der Molen Morris
Keyword(s):  
Middle School Students ◽  
Computational Modeling ◽  
Real World ◽  
Virus Transmission ◽  
Computational Thinking ◽  
School Students ◽  
Grade Levels ◽  
Key Aspects ◽  
Elementary And Middle School ◽  
Real World Problems

COVID-19 has been extremely difficult to control. The lack of understanding of key aspects of pandemics has affected virus transmission. On the other hand, there is a demand to incorporate Computational Thinking (CT) in the curricula with applications in STEM. However, there are still no exemplars in the curriculum that apply CT to real-world problems such as controlling a pandemic or other similar global crises. In this paper, we fill this gap by proposing exemplars of CT for modeling the pandemic. We designed exemplars following the three pillars of the APEC InMside framework for CT: algorithmic thinking, computational modeling, and machine learning. For each pillar, we designed a progressive sequence of activities that covers from elementary to high school. In an experimental study with elementary and middle school students from 2 schools of high vulnerability, we found that the computational modeling exemplar can be implemented by teachers and correctly understood by students. We conclude that it is feasible to introduce the exemplars at all grade levels, and that this is a powerful example of STEM integration that helps reflect and tackle real-world and challenging public health problems of great impact for students and their families.

The CM120 Biotwin: a high-contrast objective lens, optimum cryo-vacuum and improved EDX performance

1995 ◽  
Vol 53 ◽  
pp. 584-585
Author(s):  
Uwe Lücken ◽  
Michael Felsmann ◽  
Wim M. Busing ◽  
Frank de Jong
Keyword(s):  
Life Science ◽  
Focal Length ◽  
Objective Lens ◽  
High Contrast ◽  
Contrast Imaging ◽  
X Ray ◽  
Forming Mechanism ◽  
Similar Image ◽  
High Contrast Imaging ◽  
Low Concentrations

A new microscope for the study of life science specimen has been developed. Special attention has been given to the problems of unstained samples, cryo-specimens and x-ray analysis at low concentrations.A new objective lens with a Cs of 6.2 mm and a focal length of 5.9 mm for high-contrast imaging has been developed. The contrast of a TWIN lens (f = 2.8 mm, Cs = 2 mm) and the BioTWTN are compared at the level of mean and SD of slow scan CCD images. Figure 1a shows 500 +/- 150 and Fig. 1b only 500 +/- 40 counts/pixel. The contrast-forming mechanism for amplitude contrast is dependent on the wavelength, the objective aperture and the focal length. For similar image conditions (same voltage, same objective aperture) the BioTWIN shows more than double the contrast of the TWIN lens. For phasecontrast specimens (like thin frozen-hydrated films) the contrast at Scherzer focus is approximately proportional to the √ Cs.

X-ray mapping without STEM

1994 ◽  
Vol 52 ◽  
pp. 508-509
Author(s):  
Judith M. Brock ◽  
Max T. Otten
Keyword(s):  
Life Science ◽  
Materials Science ◽  
Chemical Elements ◽  
Full Description ◽  
Scanning System ◽  
Elemental Distribution ◽  
X Ray ◽  
Transmission Electron ◽  
Distribution Of Elements ◽  
Made In

A knowledge of the distribution of chemical elements in a specimen is often highly useful. In materials science specimens features such as grain boundaries and precipitates generally force a certain order on mental distribution, so that a single profile away from the boundary or precipitate gives a full description of all relevant data. No such simplicity can be assumed in life science specimens, where elements can occur various combinations and in different concentrations in tissue. In the latter case a two-dimensional elemental-distribution image is required to describe the material adequately. X-ray mapping provides such of the distribution of elements.The big disadvantage of x-ray mapping hitherto has been one requirement: the transmission electron microscope must have the scanning function. In cases where the STEM functionality – to record scanning images using a variety of STEM detectors – is not used, but only x-ray mapping is intended, a significant investment must still be made in the scanning system: electronics that drive the beam, detectors for generating the scanning images, and monitors for displaying and recording the images.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Sign in / Sign up

Export Citation Format

Share Document