(wow) Words Of Wonders Level 1376 Answers – Guide to Open Source Projects Guide to Open Source Software for Special Projects Research and Publication Process Ethical Costing Costing Considerations
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(wow) Words Of Wonders Level 1376 Answers
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Jawaher Alsultan 1, Michelle Henderson 2, Alan Feldman 1, *, Madison Rice 3, Xia Yang 2, Jardine Kaler 2, Sarina J. Ergas 2 and Kebreb Gebremichael 4
Received: 11 August 2020 / Revised: 5 June 2021 / Accepted: 21 June 2021 / Published: 24 June 2021
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The lack of safe sources of drinking water is a serious problem in many parts of the world. This project engaged high school (HS) students in realistic and hands-on science and engineering activities to teach them about the scarcity and poor quality of drinking water in many regions and how these can be addressed through point-of-use (POU) treatments. such as biosand filters (BSF). The work of the HS students is similar to that of the USF students, including the development of research questions and the design, construction, management and monitoring of the BSF. A geographical approach was used which included observation, collection and evaluation of artefacts and interviews. The program's focus on the need to provide drinking water to developing countries has been found to provide credibility and relevance to HS students by encouraging their participation in science and technology activities and learning. HS students say they understand the differences between this program and their science classes. The program influenced their self-concept as scientists and their interest in careers in science and science. The results of the higher education students were useful for research at the university. In addition, USF students gained teaching experience while exploring research questions in low-income environments.
Middle and high school curricula in the United States (US) and other countries include many topics related to the availability and quality of water for human use. In addition, several projects have been funded to develop new curricula and explore different methods of engaging students in the study of water issues [1, 2, 3]. The challenge of educating young people about water issues is that most scientific school information is difficult to learn without relating it to everyday use [4, 5, 6, 7, 8]. For example, when water-related topics are included in science curricula, students often find themselves disconnected from the real world due to a lack of field experience, limited or related to global issues, without the inclusion of science and technology. to school activities [9, 10, 11, 12, 13, 14, 15].
In our study, we engaged university students in science and engineering activities that allowed them to learn scientific concepts while engaging in the research work of scientists and engineers [16, 17, 18]. When students participate in scientific and technical research, they formulate research questions, plan research, investigate, draw conclusions based on evidence, and interpret research reports [19].
A growing body of evidence shows that engaging students in science and technology experiences has many positive outcomes; this includes increasing their enthusiasm for STEM subjects, increasing their understanding of scientific subjects, increasing their confidence and self-esteem in their ability to become scientists, and developing critical thinking skills [ 20 , 21 , 22 , 23 , 24 ]. In environmental education, student engagement in real science has been facilitated through citizen science approaches [25, 26], summer internships [27, 28, 29], post-secondary school-based programs [30], and classroom activities [31, 32, 33]. Our project is very similar to the approach used by Chapman and Feldman [31], where students and their tutors, under the supervision of a university lecturer and a postdoctoral fellow, carried out research on algal growth for industrial biology. The approach used in the current study builds on their work through university-school collaboration. We will discuss this below.
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In this paper, we report on our research in which we engaged high school (HS) students in realistic, hands-on science and engineering activities to teach them about the uncertainties and uncertainties of drinking water quality in many regions and how it can be determined using point of use (POU) such as biosand filters (BSF). Therefore, we gave HS students the opportunity to learn activities used in science and engineering [19]. A novel feature of our study is that HS students and their teachers participated in these activities in conjunction with an engineering study conducted at the University of South Florida (USF). An important aspect of this is that the University and HS programs overlap and each group learns from the experiences of the other group.
The main academic research question for this paper is: “How can a science and engineering project to provide drinking water to developing countries, in cooperation with a local university, affect university students?” We approached this research project with the following sub-questions:
In this section, we outline our theoretical framework that integrates the concepts of validity and practicality of science and water literacy and learning to do science. The final section provides some information on the direction of university research on the use of BSFs for POU water treatment. We begin by considering what true science means.
One of our goals in this program is to engage HS students in science and technology. Brown, Collins, and Duguid [34] describe authentic practices as “shared cultural practices” because “cultures and events are socially created through negotiations between past and former members” (p. 34). Similarly, Braund and Reiss [35] argued that “real school science should have experience of the work that scientists and technicians do in the real world of science, and should include in this experience student work and more open-ended research” (1375–1376) In the United In the United States, the scientific and educational community has used the language of science and technology to describe the work of students. scientists and engineers. 19] states that students should learn not only science, but also the principles of science and technology. mathematical and computational thinking; make explanations and design decisions; arguments based on evidence; and to receive, evaluate, produce and transmit information. Although school scientific activity is similar to this activity, it is psychologically and epistemologically different from science conducted by scientists [36, 37]. Based on our aim to introduce HS models into r Instead of real scientific research, we expected them to experience “real” science rather than “school”.
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More recently, Bergin [38] developed a three-dimensional model of inquiry-based science. According to him, out of eight works, only four are included in the framework. These include: quizzes; planning and conducting research; analyze and interpret data; and reporting. Our program also involves students in problem solving and project activities, which the framework [19] associates with engineering and not with science. Although school science activities include Bergin's four activities, doing them does not make the experience authentic for students, as we discussed above. Bergin further argues that what is true or not depends on (i) the relevance or significance of the inquiry to the learner; (ii) the importance of serving others, such as members
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