Main Didactic Aspects Related to the Applying of STEM Technology in Science Education

STEM technology is an innovative educational technology. It refers to development of the students’ intellectual abilities, to constructive and cognitive-researching activity and to technical work. There are presented basic didactic aspects, connected with the applying of the STEM technology in Science education. The emphasis is put on practical tasks with problematic character. They allow 21st century competencies to be formed, such as creativity, communication skills, teamwork and critical thinking. Organization of the educational process, educational work forms and teacher’s new pedagogical role are also presented. Educational simulations and robots are looked at as didactic means of putting the STEM technology into practice while studying Science, in particular Physics.

Operationalization of an Expanded Anteroom in a COVID-19 Dedicated Hospital, South Korea

Infection control among patients is critical for diseases like COVID-19. The concentration of patients in a few facilities burdens healthcare providers and the healthcare system. This study examined the operations of an extended anteroom in a dedicated COVID-19 hospital. It presents issues to consider in the deployment and operation of an extended anteroom through discussions by expert working groups. The subjects covered included efficient space, staffing, equipment management, and education. The process involved wearing personal protective equipment (PPE; in this case, Level D), and if necessary, wearing additional powered air purification respirators (PAPR), after moving from the preparation room to the dressing room, and when entering the hospital through the entrance passage. When leaving the hospital, personnel used a mandatory exit-only passage; in the dressing room, they undressed, and then went outside, in this order. The efficient spatial composition of the anteroom facilitated entry and exit and the separation of contaminated areas and non-contaminated areas using colors and lines. It is necessary to develop operational guidelines for hospitals that treat infectious diseases and conduct research to improve care. The study indicated the need to develop educational programs and use educational simulations to address regionally spread infectious diseases

Using Brunerian Learning Theory with Educational Simulations to Teach Concepts

The present study maintains that consistently effective leaming materialscan best be generated if the prescriptions instructional designers use are founded on learning theory. It is also considered critical that cognitive processes central to the task demands and strategies employed to address them be established. To be practical, we further recommend that only a single, process-oriented lesson, rather than individualized treatment, be implemented. Instructional simulations met these criteria, being tightly bound to Bruner's theoretical approach, and inherently capable of addressing aptitude deficiencies. Subjects were assessed for spatial visualization ability, grouped, randomly assigned to simulation or non-simulation treatments, and tested immediately, one week, and five weeks after instruction. The simulation significantly increased the high-aptitude learners' efficiency (and initially effectiveness), and low-aptitude learners' effectiveness. The validity of a theory-based, aptitude-enhancing, standardized approach was supported, andis discussed.