Strengthening STEM
STEM Environments in Secondary Education Sustainability Programs: A Case Study on the Application of AgroLab Framework View Digital Media
Paper Presentation in a Themed Session
Ray Wu Rorrer,
Peter Mecca
This paper highlights the development and implementation of the AgroLab Uniandes model in aquatic educational environments using a Spring 2024 illustrative case study at an urban secondary school campus. The study traces the evolution and advancement of multiple, non-traditional STEM learning spaces, focusing on their role in fostering hands-on sustainability-driven education. In Fall 2019, the key stakeholders of the Falls Church City Public School’s sustainability program chose the AgroLab Uniandes model after a review of other models, programs, and projects. This model was selected as it offered the best strategy for executing new environmental science, energy, and design programs under the umbrella of an urban agriculture program, a joint initiative between the city’s public schools and a community focused on sustainability. For well over a decade, aquatic education facilities have been used at Meridian High School and Henderson Middle School, in various iterations. These projects offer students practical learning experiences in marine biology, ecology, and watersheds. Upgraded in 2022 via grant funding, the facility serves as a living laboratory engaging students in learning about our local ecosystems and watersheds. Through partnerships with local and state organizations, we have created displays to represent various lotic/lentic ecosystems found in the Mid-Atlantic region. Examples include a riparium (river), paludarium (tidal wetlands), trout in the classroom project (stream), lentic ecosystem (pond/lake), and a Mid-Atlantic native fish display. More recently, student projects have expanded the facility to include tropical fish displays that are themed after major water ecosystems found in the Amazon and Mekong Rivers.
Implementing Classroom Activities to Promote Computational Thinking in Educational Institutions at Pasto, Colombia
Paper Presentation in a Themed Session
Jesus Insuasti,
Liliana Romo,
Edwin Giovanni Insuasty Portilla
Building on the foundational diagnosis of computational thinking (CT) awareness among educators in Pasto, Columbia, this research advances to the implementation phase, focusing on CT enhancing activities within local educational institutions. Recognizing computational thinking as a critical skill for the twenty first century, this study developed and deployed a series of tailored classroom activities and teaching materials, both physical and digital, aimed at fostering CT competencies amongst students; physical materials are based on the principles of Computer Science Unplugged, and the digital materials are based on the turtle graphics. Such activities were meticulously designed to align with international educational standards, while addressing the school's specific needs and contexts in the municipality of Pasto, Southern Colombia. Pilot implementation in selected institutions demonstrated promising outcomes, with students exhibiting notable improvements in problem-solving, logical reasoning, and adaptability to technology-driven environments, most of them addressed to some Industry 4.0 settings. The results underscore the potential of these interventions to significantly enrich the educational experience, paving the way for broader adoption across the region and contributing to the cultivation of a technologically literate generation.
AI and Statistics: Probably Correct View Digital Media
Paper Presentation in a Themed Session
Pablo Arés Gastesi,
Irene Marroquin Alonso
This study aims to answer the following question: Does AI help students study advanced statistics efficiently? Nowadays, students inevitably turn to various AI tools for any doubts they may have, due to the convenience and availability of these tools compared to tutoring sessions with professors. Our study focuses on the case of Statistics courses for undergraduate students in Economics-related programs. Through different types of questions (multiple-choice, typical problems with clear questions, and problems where students must choose the appropriate technique to apply), we have explored to what extent ChatGPT (the most well-known AI) can provide responses that aid student learning. Our conclusions indicate that AI can be helpful, particularly with basic concepts, which it handles without issue. However, the errors it exhibits highlight the need for a teacher to guide students in their learning process.
