• International Journal of Computer Science & Network Security
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• v.24 no.4
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• pp.163-169
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• 2024

India is a developing nation and has come with comprehensive way in modernizing its reducing poverty, economy and rising living standards for an outsized fragment of its residents. The STEM (Science, Technology, Engineering, and Mathematics) education plays an important role in it. STEM is an educational curriculum that emphasis on the subjects of "science, technology, engineering, and mathematics". In traditional education scenario, these subjects are taught independently, but according to the educational philosophy of STEM that teaches these subjects together in project-based lessons. STEM helps the students in his holistic development. Youth unemployment is the biggest concern due to lack of adequate skills. There is a huge skill gap behind jobless engineers and the question arises how we can prepare engineers for a better tomorrow? Now a day's Industry 4.0 is a new fourth industrial revolution which is an intelligent networking of machines and processes for industry through ICT. It is based upon the usage of cyber-physical systems and Internet of Things (IoT). Industrial revolution does not influence only production but also educational system as well. IoT in academics is a new revolution to the Internet technology, which introduced "Smartness" in the entire IT infrastructure. To improve socio-economic status of the India students must equipped with 21st century digital skills and Universities, colleges must provide individual learning kits to their students which can help them in enhancing their productivity and learning outcomes. The major goal of this paper is to present a low cost, effective learning mechanism for STEM implementation using Raspberry Pi 3+ model (Single board computer) and Node Red open source visual programming tool which is developed by IBM for wiring hardware devices together. These tools are broadly used to provide hands on experience on IoT fundamentals during teaching and learning. This paper elaborates the appropriateness and the practicality of these concepts via an example by implementing a user interface (UI) and Dashboard in Node-RED where dashboard palette is used for demonstration with switch, slider, gauge and Raspberry pi palette is used to connect with GPIO pins present on Raspberry pi board. An LED light is connected with a GPIO pin as an output pin. In this experiment, it is shown that the Node-Red dashboard is accessing on Raspberry pi and via Smartphone as well. In the final step results are shown in an elaborate manner. Conversely, inadequate Programming skills in students are the biggest challenge because without good programming skills there would be no pioneers in engineering, robotics and other areas. Coding plays an important role to increase the level of knowledge on a wide scale and to encourage the interest of students in coding. Today Python language which is Open source and most demanding languages in the industry in order to know data science and algorithms, understanding computer science would not be possible without science, technology, engineering and math. In this paper a small experiment is also done with an LED light via writing source code in python. These tiny experiments are really helpful to encourage the students and give play way to learn these advance technologies. The cost estimation is presented in tabular form for per learning kit provided to the students for Hands on experiments. Some Popular In addition, some Open source tools for experimenting with IoT Technology are described. Students can enrich their knowledge by doing lots of experiments with these freely available software's and this low cost hardware in labs or learning kits provided to them.

• Journal of Science Education
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• v.39 no.3
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• pp.358-375
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• 2015

The purposes of this study were to investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. The research questions are as follows: (1) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (2) To analyze policy implications for an improvement in STEAM. The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers' perspectives towards STEAM. They further urge a tight cooperation between departments of the government related with STEAM.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.173-191
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• 2021

This study noted that a survey of teachers in a leading study conducted in Korea during the Pandemics period pointed out that the "real-time interactive" classes account for a significantly small portion of the remote class format. Contentually, the study reported cases of developing and applying "real-time interactive" class materials based on "planar decision requirements" of high school mathematics subject geometry. The teacher who participated in the development was a math teacher who worked at a Seoul-based high school with 28 years of high school teaching experience, and a teacher who was in charge of geometry in the math department in 2020. The development teacher decided to develop real-time interactive classes. In particular, the materials were developed by organizing the class guidance plan in four stages: 'Meeting and Class Guidance', 'Giving motivation', 'Suggesting tasks', 'Individual Investigative Activities and Teacher Feedback' and 'Reflection and Evaluation' which were selected through the process of selecting the class contents and selecting online class tools. At this time, the development teacher produced and presented about five minutes of video material using the videooscribe, a whiteboard animation program. And in case of task number 8, it consisted of recording the students' free thoughts after class, which served as a role of assessment by students themselves and providing feedback to their teachers. This study is a case study that introduces a series of courses in which field teachers develop class materials, and in addition to presenting class materials that can be applied directly to classes, is a result of a study that focuses on the role of presenting samples for future class data development. The materials developed were verified as class materials based on the opinions of the students who participated in the class and the results of the evaluation commissioned by the three math teachers.