Case Analysis and Thinking of Scheme Analysis Based on Mobile New Systems in Psychological Education

Education has improved the ideological style of society, improved people’s spiritual quality, and improved people’s lifestyle, provided sincere principles for people’s enthusiasm, and provided goals and political power for people’s ideals and contemporary thinking. Thinking diagrams are a teaching method that helps people sort out their ideas and solve difficult problems and can clearly connect the relationships between various concepts. This article is intended to explore the auxiliary effects of case analysis and thinking in psychological education in the context of mobile new systems. Through a series of research methods such as literature research method, action research method, mathematical statistics method, etc., finally 110 elementary and middle school students with psychological problems in a city conducted an experimental survey, and SPSS software was used to analyze and research the statistical results. The experimental results of this article show that psychological teachers use mental icons to provide psychological counseling to students with psychological problems. The success rate of counseling can be increased by 5–10%. It can be seen that an effective method of thinking diagram education can promote the better development of students, and it can also help more teenagers with psychological problems to get rid of psychological barriers.

Math fluency from elementary to middle school: differentiating recognition from inferential fluency

Fluency in mental arithmetic is often regarded as a foundational math skill best measured as a single construct. Here we examine the potential benefits of distinguishing between inferential fluency and recognition fluency in elementary and middle school students. Depending on the problem at hand, a student’s fluency may reflect reliance on inferential versus recognition processes. Here we studied single digit arithmetic problems that appear in a widely used 3-minute math fluency assessment across a large (n=914), diverse cohort of 3rd- 7th grade students. A novel tablet-based paradigm enabled us to aggregate performance across different problem types by devising a simple yet objective heuristic to designate problems as likely to draw upon recognition versus inferential fluency in this population. Effects of fluency type were evident across accuracy, response time, and combined responses per minute (RPM) metrics. A novel yet theoretically informative interaction emerged between fluency type and the operation effect. Both fluency types showed sensitivity to grade effects, SES effects, and global achievement levels on state-mandated math assessments. Inferential fluency proved to be a stronger predictor of global achievement than either recognition fluency or more traditional aggregate raw scores. Finally, we demonstrate how differentiating these two fluency types provides novel insights into how relationships between SES and global math achievement are mediated by both inferential and recognition fluency, but not equally. We propose that differentiating inferential from recognition fluency is an initial step toward testing a proposed SIRPA (shift from inferential to recognition processes in arithmetic) model of math development.

Developing Computational Thinking to Help Tackle Pandemic Challenges

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.

Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

To teach the subject of physics in the classroom it is required that the teacher has and plans to carry a didactic strategy with him. Within this context is the methodology called Active physics learning, which is a strategy within the classroom and in the laboratory, as it allows the student to learn physics without depending on a textbook or the teacher who guides the course. The test of understanding graphs of kinematics assesses students’ comprehension of kinematics. We report the application of an active learning experience for the conceptual learning of kinematics of students taking the subject of physics in an elementary and middle school. The study is quasi-experimental with a single group of 29 students using a pretest-intervention-posttest design. With the results of the pretest and posttest the Hake learning gain index was estimated and showed evidence of the implementation of active learning in the conceptual evolution of students in kinematic concepts and their representation by means of graphs. This becomes a precedent for the improvement of pedagogical practice in favor of quality education.

The Overall Reform Experiment of Elementary and Middle School Education: An Exploration of Education Reform

The overall reform experiment of elementary and middle school education is a reform exploration that touches the whole process of education. Horizontally, it includes various educational factors within the school and vertically includes multiple educational stages. This experiment is based on the overall idea, from the beginning of the experiment in some areas to the whole of China, and systematically designs and comprehensively reforms the various factors that constitute school education at multiple stages. Starting from the background of the overall reform experiment, this paper elaborates on the experiment’s content, history, and impact to objectively and truthfully summarize the experiment, inspire most educators, and explore practical methods for improving the experiment quality education.