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integration</title> <meta name="description" content="Search results for: STEM integration"> <meta name="keywords" content="STEM integration"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="STEM integration"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3354</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: STEM integration</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3354</span> Saudi Arabian Science and Mathematics Teachers’ Attitudes toward Integrating STEM in Teaching before and after Participating in a Professional Development Workshop</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulwali%20H.%20Aldahmash">Abdulwali H. Aldahmash</a>, <a href="https://publications.waset.org/abstracts/search?q=Naem%20M.%20Alamri"> Naem M. Alamri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after they participated in a professional development workshop focused on STEM integration in a specific middle school science and mathematics unit. The participants were 48 Saudi Arabian science and mathematics teachers who participated in a three-day workshop held in Riyadh, Saudi Arabia. The research method was a pretest-posttest group design. The primary data source was the instrument for teachers' attitudes toward teaching integrated STEM. The results indicate that Saudi Arabian science and mathematics teachers’ perceptions of difficulties decreased due to their participation in the professional development workshop on integrated STEM. Meanwhile, the teachers' self-efficacy improved following their participation in the STEM professional development (PD) workshop. However, no perceived effect was found for the teachers' perceptions of the relevance of or their anxiety about or enjoyment of integrated STEM teaching due to their participation in the three-day PD workshop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20integration" title="STEM integration">STEM integration</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20toward%20STEM" title=" attitude toward STEM"> attitude toward STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20workshop" title=" STEM workshop"> STEM workshop</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/100006/saudi-arabian-science-and-mathematics-teachers-attitudes-toward-integrating-stem-in-teaching-before-and-after-participating-in-a-professional-development-workshop" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3353</span> STEM Curriculum Development Using Robotics with K-12 Students in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flavio%20Campos">Flavio Campos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes an implementation of a STEM curriculum program using robotics as a technological resource at a private school in Brazil. Emphasized the pedagogic and didactic aspects and brings a discussion about STEM curriculum and the perspective of using robotics and the relation between curriculum, science and technologies into the learning process. The results indicate that STEM curriculum integration with robotics as a technological resource in K-12 students learning process has complex aspects, such as relation between time/space, the development of educators and the relation between robotics and other subjects. Therefore, the comprehension of these aspects could indicate some steps that we should consider when integrating STEM basis and robotics into curriculum, which can improve education for science and technology significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20curriculum" title="STEM curriculum">STEM curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20robotics" title=" educational robotics"> educational robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=constructionist%20approach" title=" constructionist approach"> constructionist approach</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20technology" title=" education and technology"> education and technology</a> </p> <a href="https://publications.waset.org/abstracts/50492/stem-curriculum-development-using-robotics-with-k-12-students-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3352</span> Factors Impacting Science and Mathematics Teachers’ Competencies in TPACK in STEM Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasser%20Mansour">Nasser Mansour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziad%20Said"> Ziad Said</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh"> Abdullah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM teachers face the challenge of possessing expertise not only in their subject disciplines but also in the pedagogical knowledge required for integrated STEM lessons. However, research reveals a lack of pedagogical competencies related to project-based learning (PBL) in the STEM context. To bridge this gap, the study examines teachers' competencies and self-efficacy in TPACK (Technological Pedagogical Content Knowledge) and its specific integration with PBL and STEM content. Data from 245 specialized science and math teachers were collected using a questionnaire. The study emphasizes the importance of addressing gender disparities, supporting formal teacher education, and recognizing the expertise and experiences of STEM teachers in effective technology integration. The findings indicate that gender plays a role in self-efficacy beliefs, with females exhibiting higher confidence in pedagogical knowledge and males demonstrating higher confidence in technological knowledge. Teaching experience and workload factors have a limited impact on teachers' Technological Pedagogical Content Knowledge (TPACK). These findings enhance our understanding of contextual factors impacting science and math teachers' self-efficacy in utilizing TPACK for STEM and PBL. They inform the development of targeted interventions, professional development programs, and support systems to enhance teachers' competencies and self-efficacy in TPACK for teaching science and Mathematics through STEM and PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20content%20knowledge" title="technological pedagogical content knowledge">technological pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=TPACK" title=" TPACK"> TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=PBL" title=" PBL"> PBL</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/173635/factors-impacting-science-and-mathematics-teachers-competencies-in-tpack-in-stem-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3351</span> Characterization of Banana (Musa spp.) Pseudo-Stem and Fruit-Bunch-Stem as a Potential Renewable Energy Resource</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurhayati%20Abdullah">Nurhayati Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Fauziah%20Sulaiman"> Fauziah Sulaiman</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Azman%20Miskam"> Muhamad Azman Miskam</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahmad%20Mohd%20Taib"> Rahmad Mohd Taib </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Banana pseudo-stem and fruit-bunch-stem are agricultural residues that can be used for conversion to bio-char, bio-oil, and gases by using thermochemical process. The aim of this work is to characterize banana pseudo-stem and banana fruit-bunch-stem through proximate analysis, elemental analysis, chemical analysis, thermo-gravimetric analysis, and heating calorific value. The ash contents of the banana pseudo-stem and banana fruit-bunch-stem are 11.0 mf wt.% and 20.6 mf wt.%; while the carbon content of banana pseudo-stem and fruit-bunch-stem are 37.9 mf wt.% and 35.58 mf wt.% respectively. The molecular formulas for banana stem and banana fruit-bunch-stem are C24H33NO26 and C19H29NO33 respectively. The measured higher heating values of banana pseudo-stem and banana fruit-bunch-stem are 15.5MJ/kg and 12.7 MJ/kg respectively. By chemical analysis, the lignin, cellulose, and hemicellulose contents in the samples will also be presented. The feasibility of the banana wastes to be a feedstock for thermochemical process in comparison with other biomass will be discussed in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=banana%20waste" title="banana waste">banana waste</a>, <a href="https://publications.waset.org/abstracts/search?q=biomass" title=" biomass"> biomass</a>, <a href="https://publications.waset.org/abstracts/search?q=renewable%20energy" title=" renewable energy"> renewable energy</a>, <a href="https://publications.waset.org/abstracts/search?q=thermo-chemical%20characteristics" title=" thermo-chemical characteristics"> thermo-chemical characteristics</a> </p> <a href="https://publications.waset.org/abstracts/6876/characterization-of-banana-musa-spp-pseudo-stem-and-fruit-bunch-stem-as-a-potential-renewable-energy-resource" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6876.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">518</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3350</span> Integration of STEM Education in Quebec, Canada – Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20El%20Fadil">B. El Fadil</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Najar"> R. Najar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM education is promoted by many scholars and curricula around the world, but it is not yet well established in the province of Quebec in Canada. In addition, effective instructional STEM activities and design methods are required to ensure that students and teachers' needs are being met. One potential method is the Engineering Design Process (EDP), a methodology that emphasizes the importance of creativity and collaboration in problem-solving strategies. This article reports on a case study that focused on using the EDP to develop instructional materials by means of making a technological artifact to teach mathematical variables and functions at the secondary level. The five iterative stages of the EDP (design, make, test, infer, and iterate) were integrated into the development of the course materials. Data was collected from different sources: pre- and post-questionnaires, as well as a working document dealing with pupils' understanding based on designing, making, testing, and simulating. Twenty-four grade seven (13 years old) students in Northern Quebec participated in the study. The findings of this study indicate that STEM activities have a positive impact not only on students' engagement in classroom activities but also on learning new mathematical concepts. Furthermore, STEM-focused activities have a significant effect on problem-solving skills development in an interdisciplinary approach. Based on the study's results, we can conclude, inter alia, that teachers should integrate STEM activities into their teaching practices to increase learning outcomes and attach more importance to STEM-focused activities to develop students' reflective thinking and hands-on skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20design%20process" title="engineering design process">engineering design process</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=stem" title=" stem"> stem</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=variables" title=" variables"> variables</a>, <a href="https://publications.waset.org/abstracts/search?q=functions" title=" functions"> functions</a> </p> <a href="https://publications.waset.org/abstracts/157356/integration-of-stem-education-in-quebec-canada-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3349</span> The Role of E-Learning in Science, Technology, Engineering, and Math Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annette%20McArthur">Annette McArthur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional model of teaching and learning, where ICT sits as a separate entity is not a model for a 21st century school. It is imperative that teaching and learning embraces technological advancements. The challenge in schools lies in shifting the mindset of teachers so they see ICT as integral to their teaching, learning and curriculum rather than a separate E-Learning curriculum stream. This research project investigates how the effective, planned, intentional integration of ICT into a STEM curriculum, can enable the shift in the teacher mindset. The project incorporated: • Developing a professional coaching relationship with key STEM teachers. • Facilitating staff professional development involving student centered project based learning pedagogy in the context of a STEM curriculum. • Facilitating staff professional development involving digital literacy. • Establishing a professional community where collaboration; sharing and reflection were part of the culture of the STEM community. • Facilitating classroom support for the effective delivery innovative STEM curriculum. • Developing STEM learning spaces where technologies were used to empower and engage learners to participate in student-centered, project-based learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based%20learning" title=" project based learning"> project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/50071/the-role-of-e-learning-in-science-technology-engineering-and-math-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3348</span> Using ROVs to Teach a Blended STEM Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geoffrey%20A.%20Wright">Geoffrey A. Wright </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past year we have developed and implemented a blended STEM curriculum based on ROV (Remotely Operated Vehicle) underwater technology with over 300 students in grades 2–9. This paper presents an overview of the curriculum, what we have learned from the development and implementation, with suggestions of how to build a similar statewide ROV program, and how we will continue and enhance the effort this next year with more than 300 additional students. The benefits of the program are the application and blending of STEM principles using inquiry based instruction, where students have shown to increase in STEM self-efficacy and interest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM" title="STEM">STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=ROV" title=" ROV"> ROV</a> </p> <a href="https://publications.waset.org/abstracts/6149/using-rovs-to-teach-a-blended-stem-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3347</span> Up-Regulation of SCUBE2 Expression in Co-Cultures of Human Mesenchymal Stem Cell and Breast Cancer Cells</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hirowati%20Ali">Hirowati Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Aisyah%20Ellyanti"> Aisyah Ellyanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Dewi%20Rusnita"> Dewi Rusnita</a>, <a href="https://publications.waset.org/abstracts/search?q=Septelia%20Inawati%20Wanandi"> Septelia Inawati Wanandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Stem cell has been known for its potency to be differentiated in many cells. Recently stem cell has been used for many treatment of degenerative medicine. It is still controversy whether stem cell can be used for therapy or these cells can activate cancer stem cell. SCUBE2 is a novel secreted and membrane-anchored protein which has been reported to its role in better prognosis and inhibition of cancer cell proliferation. Our study aims to observe whether stem cell can up-regulate SCUBE2 gene in MCF7 breast cancer cell line. We used in vitro study using MCF-7 cell treated with stem cell derived from placenta Wharton's jelly which has been known for its stemness and widely used. Our results showed that MCF-7 cell line grows up rapidly in 6-well culture dish. Stem cell was cultured in 6-well dish. After 50%-60% MCF-7 confluence, we co-cultured these cells with stem cells for 24 hours and 48 hours. We hypothesize SCUBE2 gene which is previously known for its higher expression in better prognosis of breast cancer, is up-regulated after stem cells addition in MCF7 culture dishes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer%20cells" title="breast cancer cells">breast cancer cells</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibition%20of%20cancer%20cells" title=" inhibition of cancer cells"> inhibition of cancer cells</a>, <a href="https://publications.waset.org/abstracts/search?q=mesenchymal%20stem%20cells" title=" mesenchymal stem cells"> mesenchymal stem cells</a>, <a href="https://publications.waset.org/abstracts/search?q=SCUBE2" title=" SCUBE2"> SCUBE2</a> </p> <a href="https://publications.waset.org/abstracts/84557/up-regulation-of-scube2-expression-in-co-cultures-of-human-mesenchymal-stem-cell-and-breast-cancer-cells" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3346</span> Transforming Integrative Maker Education for STEM Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Chambers">Virginia Chambers</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamryn%20York"> Kamryn York</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Marnich"> Mark Marnich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> T.I.M.E. for STEM (Transforming Integrative Maker Education for STEM learning) focuses on improving the quality and effectiveness of STEM education for pre-service teachers through a focus on the integration of maker space pedagogy. This National Science Foundation-funded project primarily focuses on undergraduate pre-service teaching students majoring in elementary education. The study contributes to the knowledge about teaching and learning by developing, implementing, and assessing faculty development, interactive instruction, and STEM lesson plan development. This project offers a valuable opportunity to improve STEM thinking skills by formally integrating STEM concepts throughout the pre-service teacher curriculum using an interdisciplinary approach. T.I.M.E. for STEM utilizes a maker space laboratory at Point Park University in Pittsburgh, PA, USA. However, the project design is such that other institutions of higher education can replicate the program with or without a physical maker space lab as the project’s findings and “maker mindset” are employed. Utilizing qualitative research methodology, the project investigates the following research question: What do pre-service teachers (education students) and faculty members identify as areas of pedagogical growth in STEM learning and teaching in a makerspace environment? This research highlights the impact of makerspace pedagogy on improving STEM education learning outcomes through an interdisciplinary constructivist approach. The project is expected to have a multiplier effect as it impacts STEM disciplinary and higher education faculty, pre-service teachers, and teacher preparation programs at other universities that benefit from what is learned at Point Park University. Ultimately, the future elementary students of the well-prepared pre-service teachers steeped in maker pedagogy and STEM content will have the potential to develop higher-level thinking skills and improve their mathematics and scientific achievement, which are essential for the 21st century STEM workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maker%20education" title="maker education">maker education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20learning" title=" STEM learning"> STEM learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education" title=" elementary education"> elementary education</a> </p> <a href="https://publications.waset.org/abstracts/153174/transforming-integrative-maker-education-for-stem-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3345</span> Machine Learning and Metaheuristic Algorithms in Short Femoral Stem Custom Design to Reduce Stress Shielding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Moscol">Isabel Moscol</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlos%20J.%20D%C3%ADaz"> Carlos J. Díaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciro%20Rodr%C3%ADguez"> Ciro Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hip replacement becomes necessary when a person suffers severe pain or considerable functional limitations and the best option to enhance their quality of life is through the replacement of the damaged joint. One of the main components in femoral prostheses is the stem which distributes the loads from the joint to the proximal femur. To preserve more bone stock and avoid weakening of the diaphysis, a short starting stem was selected, generated from the intramedullary morphology of the patient's femur. It ensures the implantability of the design and leads to geometric delimitation for personalized optimization with machine learning (ML) and metaheuristic algorithms. The present study attempts to design a cementless short stem to make the strain deviation before and after implantation close to zero, promoting its fixation and durability. Regression models developed to estimate the percentage change of maximum principal stresses were used as objective optimization functions by the metaheuristic algorithm. The latter evaluated different geometries of the short stem with the modification of certain parameters in oblique sections from the osteotomy plane. The optimized geometry reached a global stress shielding (SS) of 18.37% with a determination factor (R²) of 0.667. The predicted results favour implantability integration in the short stem optimization to effectively reduce SS in the proximal femur. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning%20techniques" title="machine learning techniques">machine learning techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=metaheuristic%20algorithms" title=" metaheuristic algorithms"> metaheuristic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=short-stem%20design" title=" short-stem design"> short-stem design</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20shielding" title=" stress shielding"> stress shielding</a>, <a href="https://publications.waset.org/abstracts/search?q=hip%20replacement" title=" hip replacement"> hip replacement</a> </p> <a href="https://publications.waset.org/abstracts/138706/machine-learning-and-metaheuristic-algorithms-in-short-femoral-stem-custom-design-to-reduce-stress-shielding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3344</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3343</span> Integrative Biology Teaching and Learning Model Based on STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narupot%20Putwattana">Narupot Putwattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in global situation such as environmental and economic crisis brought the new perspective for science education called integrative biology. STEM has been increasingly mentioned for several educational researches as the approach which combines the concept in Science (S), Technology (T), Engineering (E) and Mathematics (M) to apply in teaching and learning process so as to strengthen the 21st-century skills such as creativity and critical thinking. Recent studies demonstrated STEM as the pedagogy which described the engineering process along with the science classroom activities. So far, pedagogical contents for STEM explaining the content in biology have been scarce. A qualitative literature review was conducted so as to gather the articles based on electronic databases (google scholar). STEM education, engineering design, teaching and learning of biology were used as main keywords to find out researches involving with the application of STEM in biology teaching and learning process. All articles were analyzed to obtain appropriate teaching and learning model that unify the core concept of biology. The synthesized model comprised of engineering design, inquiry-based learning, biological prototype and biologically-inspired design (BID). STEM content and context integration were used as the theoretical framework to create the integrative biology instructional model for STEM education. Several disciplines contents such as biology, engineering, and technology were regarded for inquiry-based learning to build biological prototype. Direct and indirect integrations were used to provide the knowledge into the biology related STEM strategy. Meanwhile, engineering design and BID showed the occupational context for engineer and biologist. Technological and mathematical aspects were required to be inspected in terms of co-teaching method. Lastly, other variables such as critical thinking and problem-solving skills should be more considered in the further researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomimicry" title="biomimicry">biomimicry</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20approach" title=" engineering approach"> engineering approach</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20model" title=" teaching and learning model"> teaching and learning model</a> </p> <a href="https://publications.waset.org/abstracts/79439/integrative-biology-teaching-and-learning-model-based-on-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3342</span> Modeling of Oxygen Supply Profiles in Stirred-Tank Aggregated Stem Cells Cultivation Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vytautas%20Galvanauskas">Vytautas Galvanauskas</a>, <a href="https://publications.waset.org/abstracts/search?q=Vykantas%20Grincas"> Vykantas Grincas</a>, <a href="https://publications.waset.org/abstracts/search?q=Rimvydas%20Simutis"> Rimvydas Simutis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates a possible practical solution for reasonable oxygen supply during the pluripotent stem cells expansion processes, where the stem cells propagate as aggregates in stirred-suspension bioreactors. Low glucose and low oxygen concentrations are preferred for efficient proliferation of pluripotent stem cells. However, strong oxygen limitation, especially inside of cell aggregates, can lead to cell starvation and death. In this research, the oxygen concentration profile inside of stem cell aggregates in a stem cell expansion process was predicted using a modified oxygen diffusion model. This profile can be realized during the stem cells cultivation process by manipulating the oxygen concentration in inlet gas or inlet gas flow. The proposed approach is relatively simple and may be attractive for installation in a real pluripotent stem cell expansion processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggregated%20stem%20cells" title="aggregated stem cells">aggregated stem cells</a>, <a href="https://publications.waset.org/abstracts/search?q=dissolved%20oxygen%20profiles" title=" dissolved oxygen profiles"> dissolved oxygen profiles</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=stirred-tank" title=" stirred-tank"> stirred-tank</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20expansion" title=" 3D expansion"> 3D expansion</a> </p> <a href="https://publications.waset.org/abstracts/49847/modeling-of-oxygen-supply-profiles-in-stirred-tank-aggregated-stem-cells-cultivation-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3341</span> Metal Ship and Robotic Car: A Hands-On Activity to Develop Scientific and Engineering Skills for High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jutharat%20Sunprasert">Jutharat Sunprasert</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekapong%20Hirunsirisawat"> Ekapong Hirunsirisawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Narongrit%20Waraporn"> Narongrit Waraporn</a>, <a href="https://publications.waset.org/abstracts/search?q=Somporn%20Peansukmanee"> Somporn Peansukmanee </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metal Ship and Robotic Car is one of the hands-on activities in the course, the Fundamental of Engineering that can be divided into three parts. The first part, the metal ships, was made by using engineering drawings, physics and mathematics knowledge. The second part is where the students learned how to construct a robotic car and control it using computer programming. In the last part, the students had to combine the workings of these two objects in the final testing. This aim of study was to investigate the effectiveness of hands-on activity by integrating Science, Technology, Engineering and Mathematics (STEM) concepts to develop scientific and engineering skills. The results showed that the majority of students felt this hands-on activity lead to an increased confidence level in the integration of STEM. Moreover, 48% of all students engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science and mathematics, engineering drawing, engineering workshop and computer programming; most students agree and strongly agree with this learning process. This indicated that the hands-on activity: “Metal Ship and Robotic Car” is a useful tool to integrate each aspect of STEM. Furthermore, hands-on activities positively influence a student’s interest which leads to increased learning achievement and also in developing scientific and engineering skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hands-on%20activity" title="hands-on activity">hands-on activity</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20programming" title=" computer programming"> computer programming</a>, <a href="https://publications.waset.org/abstracts/search?q=metal%20work" title=" metal work"> metal work</a> </p> <a href="https://publications.waset.org/abstracts/58917/metal-ship-and-robotic-car-a-hands-on-activity-to-develop-scientific-and-engineering-skills-for-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3340</span> STEM (Science–Technology–Engineering–Mathematics) Based Entrepreneurship Training, Within a Learning Company</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Mitova">Diana Mitova</a>, <a href="https://publications.waset.org/abstracts/search?q=Krassimir%20Mitrev"> Krassimir Mitrev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To prepare the current generation for the future, education systems need to change. It implies a way of learning that meets the demands of the times and the environment in which we live. Productive interaction in the educational process implies an interactive learning environment and the possibility of personal development of learners based on communication and mutual dialogue, cooperation and good partnership in decision-making. Students need not only theoretical knowledge, but transferable skills that will help them to become inventors and entrepreneurs, to implement ideas. STEM education , is now a real necessity for the modern school. Through learning in a "learning company", students master examples from classroom practice, simulate real life situations, group activities and apply basic interactive learning strategies and techniques. The learning company is the subject of this study, reduced to entrepreneurship training in STEM - technologies that encourage students to think outside the traditional box. STEM learning focuses the teacher's efforts on modeling entrepreneurial thinking and behavior in students and helping them solve problems in the world of business and entrepreneurship. Learning based on the implementation of various STEM projects in extracurricular activities, experiential learning, and an interdisciplinary approach are means by which educators better connect the local community and private businesses. Learners learn to be creative, experiment and take risks and work in teams - the leading characteristics of any innovator and future entrepreneur. This article presents some European policies on STEM and entrepreneurship education. It also shares best practices for training company training , with the integration of STEM in the learning company training environment. The main results boil down to identifying some advantages and problems in STEM entrepreneurship education. The benefits of using integrative approaches to teach STEM within a training company are identified, as well as the positive effects of project-based learning in a training company using STEM. Best practices for teaching entrepreneurship through extracurricular activities using STEM within a training company are shared. The following research methods are applied in this research paper: Theoretical and comparative analysis of principles and policies of European Union countries and Bulgaria in the field of entrepreneurship education through a training company. Experiences in entrepreneurship education through extracurricular activities with STEM application within a training company are shared. A questionnaire survey to investigate the motivation of secondary vocational school students to learn entrepreneurship through a training company and their readiness to start their own business after completing their education. Within the framework of learning through a "learning company" with the integration of STEM, the activity of the teacher-facilitator includes the methods: counseling, supervising and advising students during work. The expectation is that students acquire the key competence "initiative and entrepreneurship" and that the cooperation between the vocational education system and the business in Bulgaria is more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM" title="STEM">STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20company" title=" training company"> training company</a>, <a href="https://publications.waset.org/abstracts/search?q=extracurricular%20activities" title=" extracurricular activities"> extracurricular activities</a> </p> <a href="https://publications.waset.org/abstracts/149496/stem-science-technology-engineering-mathematics-based-entrepreneurship-training-within-a-learning-company" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3339</span> Umbilical Cord-Derived Cells in Corneal Epithelial Regeneration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Mahmud%20Reza">Hasan Mahmud Reza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extensive studies of the human umbilical cord, both basic and translational, over the last three decades have unveiled a plethora of information. The cord lining harbors at least two phenotypically different multipotent stem cells: mesenchymal stem cells (MSCs) and cord lining epithelial stem cells (CLECs). These cells exhibit a mixed genetic profiling of both embryonic and adult stem cells, hence display a broader stem features than cells from other sources. We have observed that umbilical cord-derived cells are immunologically privileged and non-tumorigenic by animal study. These cells are ethically acceptable, thus provides a significant advantage over other stem cells. The high proliferative capacity, viability, differentiation potential, and superior harvest of these cells have made them better candidates in comparison to contemporary adult stem cells. Following 30 replication cycles, these cells have been observed to retain their stemness, with their phenotype and karyotype intact. Transplantation of bioengineered CLEC sheets in limbal stem cell-deficient rabbit eyes resulted in regeneration of clear cornea with phenotypic expression of the normal cornea-specific epithelial cytokeratin markers. The striking features of low immunogenicity protecting self along with co-transplanted allografts from rejection largely define the transplantation potential of umbilical cord-derived stem cells. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cord%20lining%20epithelial%20stem%20cells" title="cord lining epithelial stem cells">cord lining epithelial stem cells</a>, <a href="https://publications.waset.org/abstracts/search?q=mesenchymal%20stem%20cell" title=" mesenchymal stem cell"> mesenchymal stem cell</a>, <a href="https://publications.waset.org/abstracts/search?q=regenerative%20medicine" title=" regenerative medicine"> regenerative medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=umbilical%20cord" title=" umbilical cord"> umbilical cord</a> </p> <a href="https://publications.waset.org/abstracts/117218/umbilical-cord-derived-cells-in-corneal-epithelial-regeneration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3338</span> Analysis of Initial Entry-Level Technology Course Impacts on STEM Major Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ethan%20Shafer">Ethan Shafer</a>, <a href="https://publications.waset.org/abstracts/search?q=Timothy%20Graziano"> Timothy Graziano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research seeks to answer whether first-year courses at institutions of higher learning can impact STEM major selection. Unlike many universities, an entry-level technology course (often referred to as CS0) is required for all United States Military Academy (USMA) students–regardless of major–in their first year of attendance. Students at the academy choose their major at the end of their first year of studies. Through student responses to a multi-semester survey, this paper identifies a number of factors that potentially influence STEM major selection. Student demographic data, pre-existing exposure and access to technology, perceptions of STEM subjects, and initial desire for a STEM major are captured before and after taking a CS0 course. An analysis of factors that contribute to student perception of STEM and major selection are presented. This work provides recommendations and suggestions for institutions currently providing or looking to provide CS0-like courses to their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a> </p> <a href="https://publications.waset.org/abstracts/156548/analysis-of-initial-entry-level-technology-course-impacts-on-stem-major-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3337</span> Code-Switching among Local UCSI Stem and N-Stem Undergraduates during Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeela%20Abu%20Bakar">Adeela Abu Bakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Minder%20Kaur"> Minder Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Parthaman%20Singh"> Parthaman Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Malaysian education system, a formal setting of English language learning takes place in a content-based classroom (CBC). Until recently, there is less study in Malaysia, which researched the effects of code-switching (CS) behaviour towards the students’ knowledge sharing (KS) with their peers. The aim of this study is to investigate the frequency, reasons, and effect that CS, from the English language to Bahasa Melayu, has among local STEM and N-STEM undergraduates towards KS in a content-based classroom. The study implies a mixed-method research design with questionnaire and interviews as the instruments. The data is collected through distribution of questionnaires and interviews with the undergraduates. The quantitative data is analysed using SPSS in simple frequencies and percentages, whereas qualitative data involves organizing the data into themes, followed by analysis. Findings found that N-STEM undergraduates code-switch more as compared to STEM undergraduates. In addition to that, both the STEM and N-STEM undergraduates agree that CS acts as a catalyst towards KS in a content-based classroom. However, they also acknowledge that excess use of CS can be a hindrance towards KS. The findings of the study can benefit STEM and N-STEM undergraduates, education policymakers, language teachers, university educators, and students with significant insights into the role of CS towards KS in a content-based classroom. Some of the recommendations that can be applied for future studies are that the number of participants can be increased, an observation to be included for the data collection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=switching" title="switching">switching</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20classroom" title=" content-based classroom"> content-based classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title=" content and language integrated learning"> content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20and%20N-STEM%20undergraduates" title=" STEM and N-STEM undergraduates"> STEM and N-STEM undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/111823/code-switching-among-local-ucsi-stem-and-n-stem-undergraduates-during-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3336</span> The Effect of Adolescents’ Grit on Stem Creativity: The Mediation of Creative Self-Efficacy and the Moderation of Future Time Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Han%20Kuikui">Han Kuikui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents, serving as the reserve force for technological innovation talents, possess STEM creativity that is not only pivotal to achieving STEM education goals but also provides a viable path for reforming science curricula in compulsory education and cultivating innovative talents in China. To investigate the relationship among adolescents' grit, creative self-efficacy, future time perspective, and STEM creativity, a survey was conducted in 2023 using stratified random sampling. A total of 1263 junior high school students from the main urban areas of Chongqing, from grade 7 to grade 9, were sampled. The results indicated that (1) Grit positively predicts adolescents' creative self-efficacy and STEM creativity significantly; (2) Creative self-efficacy mediates the positive relationship between grit and adolescents' STEM creativity; (3) The mediating role of creative self-efficacy is moderated by future time perspective, such that with a higher future time perspective, the positive predictive effect of grit on creative self-efficacy is more substantial, which in turn positively affects their STEM creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grit" title="grit">grit</a>, <a href="https://publications.waset.org/abstracts/search?q=stem%20creativity" title=" stem creativity"> stem creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20self-efficacy" title=" creative self-efficacy"> creative self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20time%20perspective" title=" future time perspective"> future time perspective</a> </p> <a href="https://publications.waset.org/abstracts/182796/the-effect-of-adolescents-grit-on-stem-creativity-the-mediation-of-creative-self-efficacy-and-the-moderation-of-future-time-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3335</span> Stem Cell Fate Decision Depending on TiO2 Nanotubular Geometry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jung%20Park">Jung Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Anca%20Mazare"> Anca Mazare</a>, <a href="https://publications.waset.org/abstracts/search?q=Klaus%20Von%20Der%20Mark"> Klaus Von Der Mark</a>, <a href="https://publications.waset.org/abstracts/search?q=Patrik%20Schmuki"> Patrik Schmuki </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In clinical application of TiO2 implants on tooth and hip replacement, migration, adhesion and differentiation of neighboring mesenchymal stem cells onto implant surfaces are critical steps for successful bone regeneration. In a recent decade, accumulated attention has been paid on nanoscale electrochemical surface modifications on TiO2 layer for improving bone-TiO2 surface integration. We generated, on titanium surfaces, self-assembled layers of vertically oriented TiO2 nanotubes with defined diameters between 15 and 100 nm and here we show that mesenchymal stem cells finely sense TiO2 nanotubular geometry and quickly decide their cell fate either to differentiation into osteoblasts or to programmed cell death (apoptosis) on TiO2 nanotube layers. These cell fate decisions are critically dependent on nanotube size differences (15-100nm in diameters) of TiO2 nanotubes sensing by integrin clustering. We further demonstrate that nanoscale topography-sensing is feasible not only in mesenchymal stem cells but rather seems as generalized nanoscale microenvironment-cell interaction mechanism in several cell types composing bone tissue network including osteoblasts, osteoclast, endothelial cells and hematopoietic stem cells. Additionally we discuss the synergistic effect of simultaneous stimulation by nanotube-bound growth factor and nanoscale topographic cues on enhanced bone regeneration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TiO2%20nanotube" title="TiO2 nanotube">TiO2 nanotube</a>, <a href="https://publications.waset.org/abstracts/search?q=stem%20cell%20fate%20decision" title=" stem cell fate decision"> stem cell fate decision</a>, <a href="https://publications.waset.org/abstracts/search?q=nano-scale%20microenvironment" title=" nano-scale microenvironment"> nano-scale microenvironment</a>, <a href="https://publications.waset.org/abstracts/search?q=bone%20regeneration" title=" bone regeneration"> bone regeneration</a> </p> <a href="https://publications.waset.org/abstracts/12191/stem-cell-fate-decision-depending-on-tio2-nanotubular-geometry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3334</span> Evaluation of Vine Stem Waste as a Filler Material for High Density Polyethylene </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Seki">Y. Seki</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20%C3%87.%20K%C4%B1l%C4%B1%C3%A7"> A. Ç. Kılıç</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Atag%C3%BCr"> M. Atagür</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20%C3%96zdemir"> O. Özdemir</a>, <a href="https://publications.waset.org/abstracts/search?q=%C4%B0.%20%C5%9Een"> İ. Şen</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Sever"> K. Sever</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%96.%20Seydibeyo%C4%9Flu"> Ö. Seydibeyoğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sarikanat"> M. Sarikanat</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20K%C3%BC%C3%A7%C3%BCkdo%C4%9Fan"> N. Küçükdoğan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cheap and abundant waste materials have been investigated as filler materials in thermoplastic polymers instead of wood- based materials because of deforestation. Vine stem, as an agricultural waste, was used as a filler material for a thermoplastic polymer, high-density polyethylene (HDPE) in this study. Agricultural waste of vine stem was collected from Manisa region, Turkey. Vine stem at different rations was used to reinforce HDPE. The effect of vine stem loading on tensile strength and Young’s modulus of composites were obtained. It was clearly observed that tensile strength and Young’s modulus of HDPE was increased by vine stem loading. Thermal stabilities of composites were obtained by using thermogravimetric analysis. Water absorption behavior of HDPE was improved by loading vine stem into HDPE. The crystallinity index values of neat HDPE and vine stem loaded HDPE composites were investigated byX-ray diffraction analysis. From this study, it was inferred that vine stem, as an agricultural waste, can be used as a filler material for HDPE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=waste%20filler" title="waste filler">waste filler</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20density%20polyethylene" title=" high density polyethylene"> high density polyethylene</a>, <a href="https://publications.waset.org/abstracts/search?q=composite" title=" composite"> composite</a>, <a href="https://publications.waset.org/abstracts/search?q=composite%20materials" title=" composite materials"> composite materials</a> </p> <a href="https://publications.waset.org/abstracts/25185/evaluation-of-vine-stem-waste-as-a-filler-material-for-high-density-polyethylene" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">515</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3333</span> Morphological Evaluation of Mesenchymal Stem Cells Derived from Adipose Tissue of Dog Treated with Different Concentrations of Nano-Hydroxy Apatite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Barbaro">K. Barbaro</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Di%20Egidio"> F. Di Egidio</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Amaddeo"> A. Amaddeo</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Lupoli"> G. Lupoli</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Eramo"> S. Eramo</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Barraco"> G. Barraco</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Amaddeo"> D. Amaddeo</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Gallottini"> C. Gallottini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we wanted to evaluate the effects of nano-hydroxy apatite (NHA) on mesenchymal stem cells extracted from subcutaneous adipose tissue of the dog. The stem cells were divided into 6 experimental groups at different concentrations of NHA. The comparison was made with a control group of stem cell grown in standard conditions without NHA. After 1 week, the cells were fixed with 10% buffered formalin for 1 hour at room temperature and stained with Giemsa, measured at the inverted optical microscope. The morphological evaluation of the control samples and those treated showed that stem cells adhere to the substrate and proliferate in the presence of nanohydroxy apatite at different concentrations showing no detectable toxic effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nano-hydroxy%20apatite" title="nano-hydroxy apatite">nano-hydroxy apatite</a>, <a href="https://publications.waset.org/abstracts/search?q=adipose%20mesenchymal%20stem%20cells" title=" adipose mesenchymal stem cells"> adipose mesenchymal stem cells</a>, <a href="https://publications.waset.org/abstracts/search?q=dog" title=" dog"> dog</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20evaluation" title=" morphological evaluation"> morphological evaluation</a> </p> <a href="https://publications.waset.org/abstracts/12800/morphological-evaluation-of-mesenchymal-stem-cells-derived-from-adipose-tissue-of-dog-treated-with-different-concentrations-of-nano-hydroxy-apatite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3332</span> Evaluation of Heavy Metal Concentrations of Stem and Seed of Juncus acutus for Grazing Animals and Birds in Kızılırmak Delta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Cetinkaya">N. Cetinkaya</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Erdem"> F. Erdem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <em>Juncus acutus</em> (Juncaceae) is a perennial wetland plant and it is commonly known as spiny rush or sharp rush. It is the most abundant plant in Kizilirmak grassland, Samsun, Turkey. Heavy metals are significant environmental contaminants in delta and their toxicity is an increasing problem for animals whose natural habitat is delta. The objective of this study was to evaluate heavy metal concentrations mainly As, Cd, Sb, Ba, Pb and Hg in stem and seed of <em>Juncus acutus</em> for grazing animals and birds in delta. The <em>Juncus acutus</em> stem and seed samples were collected from Kizilirmak Delta in July, August and September. Heavy metal concentrations of collected samples were analyzed by Inductively Coupled Plasma – Mass Spectrometer (ICP-MS). The obtained mean values of three months for As, Cd, Sb, Ba, Pb and Hg of stem and seed samples of <em>Juncus acutus</em> were 0.11 and 0.23 mg/kg; 0.07 and 0.11 mg/kg; 0.02 and 0.02 mg/kg; 5.26 and 1.75 mg/kg; 0.05 and not detectable in July respectively. Hg was not detected in both stem and seed of <em>Juncus acutus</em>, Pb concentration was determined only in stem of <em>Juncus acutus</em> but not in seed. There were no significant differences between the values of three months for As, Cd, Sb, Ba, Pb and Hg of stem and seed samples of <em>Juncus acutus.</em> The obtained As, Cd, Sb, Ba, Pb and Hg results of stem and seed of <em>Juncus acutus</em> show that seed and stem of <em>Juncus acutus</em> may be safely consumed for grazing animals and birds regarding to heavy metals contamination in Kizilirmak Delta. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heavy%20metals" title="heavy metals">heavy metals</a>, <a href="https://publications.waset.org/abstracts/search?q=Juncus%20acutus" title=" Juncus acutus"> Juncus acutus</a>, <a href="https://publications.waset.org/abstracts/search?q=Kizilirmak%20Delta" title=" Kizilirmak Delta"> Kizilirmak Delta</a>, <a href="https://publications.waset.org/abstracts/search?q=wetland" title=" wetland"> wetland</a> </p> <a href="https://publications.waset.org/abstracts/101246/evaluation-of-heavy-metal-concentrations-of-stem-and-seed-of-juncus-acutus-for-grazing-animals-and-birds-in-kizilirmak-delta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3331</span> Epigenomic Analysis of Lgr5+ Stem Cells in Gastrointestinal Tract</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyo-Min%20Kim">Hyo-Min Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Seokjin%20Ham"> Seokjin Ham</a>, <a href="https://publications.waset.org/abstracts/search?q=Mi-Joung%20Yoo"> Mi-Joung Yoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Minseon%20Kim"> Minseon Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Tae-Young%20Roh"> Tae-Young Roh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The gastrointestinal (GI) tract of most animals, including murine, is highly compartmentalized epithelia which also provide distinct different functions of its own tissue. Nevertheless, these epithelia share certain characteristics that enhance immune responses to infections and maintain the barrier function of the intestine. GI tract epithelia also undergo regeneration not only in homeostatic conditions but also in a response to the damage. A full turnover of the murine gastrointestinal epithelium occurs every 4-5 day, a process that is regulated and maintained by a minor population of Lgr5+ adult stem cell that commonly conserved in the bottom of crypts through GI tract. Maintenance of the stem cell is somehow regulated by epigenetic factors according to recent studies. Chromatin vacancy, remodelers, histone variants and histone modifiers could affect adult stem cell fate. In this study, Lgr5-EGFP reporter mouse was used to take advantage of exploring the epigenetic dynamics among Lgr5 positive mutual stem cell in GI tract. Cells were isolated by fluorescence-activated cell sorting (FACS), gene expression levels, chromatin accessibility changes and histone modifications were analyzed. Some notable chromatin structural related epigenetic variants were detected. To identify the overall cell-cell interaction inside the stem cell niche, an extensive genome-wide analysis should be also followed. According to the results, nevertheless, we expected a broader understanding of cellular niche maintaining stem cells and epigenetic barriers through conserved stem cell in GI tract. We expect that our study could provide more evidence of adult stem cell plasticity and more chances to understand each stem cell that takes parts in certain organs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20stem%20cell" title="adult stem cell">adult stem cell</a>, <a href="https://publications.waset.org/abstracts/search?q=epigenetics" title=" epigenetics"> epigenetics</a>, <a href="https://publications.waset.org/abstracts/search?q=LGR5%20stem%20cell" title=" LGR5 stem cell"> LGR5 stem cell</a>, <a href="https://publications.waset.org/abstracts/search?q=gastrointestinal%20tract" title=" gastrointestinal tract"> gastrointestinal tract</a> </p> <a href="https://publications.waset.org/abstracts/84885/epigenomic-analysis-of-lgr5-stem-cells-in-gastrointestinal-tract" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3330</span> Stem Covers of Leibniz n-Algebras</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nat%C3%A1lia%20Maria%20Rego">Natália Maria Rego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> ALeibnizn-algebraGis aK-vector space endowed whit a n-linearbracket operation [-,…-] : GG … G→ Gsatisfying the fundamental identity, which can be expressed saying that the right multiplication map Ry2, …, ᵧₙ: Gn→ G, Rᵧ₂, …, ᵧₙn(ˣ¹, …, ₓₙ) = [[ˣ¹, …, ₓₙ], ᵧ₂, …, ᵧₙ], is a derivation. This structure, together with its skew-symmetric version, named as Lie n-algebra or Filippov algebra, arose in the setting of Nambumechanics, an n-ary generalization of the Hamiltonian mechanics. Thefirst goal of this work is to provide a characterization of various classes of central extensions of Leibniz n-algebras in terms of homological properties. Namely, Commutator extension, Quasi-commutator extension, Stem extension, and Stem cover. These kind of central extensions are characterized by means of the character of the map *(E): nHL1(G) → M provided by the five-term exact sequence in homology with trivial coefficients of Leibniz n-algebras associated to an extension E : 0 → M → K → G → 0. For a free presentation 0 →R→ F →G→ 0of a Leibniz n-algebra G,the term M(G) = (R[F,…n.., F])/[R, F,..n-1..,F] is called the Schur multiplier of G, which is a Baer invariant, i.e., it does not depend on the chosen free presentation, and it is isomorphic to the first Leibniz n-algebras homology with trivial coefficients of G. A central extension of Leibniz n-algebras is a short exact sequenceE : 0 →M→K→G→ 0such that [M, K,.. ⁿ⁻¹.., K]=0. It is said to be a stem extension if M⊆[G, .. n.., G]. Additionally, if the induced map M(K) → M(G) is the zero map, then the stem extension Eis said to be a stem cover. The second aim of this work is to analyze the interplay between stem covers of Leibniz n-algebras and the Schur multiplier. Concretely, in the case of finite-dimensional Leibniz n-algebras, we show the existence of coverings, and we prove that all stem covers with finite-dimensional Schur multiplier are isoclinic. Additionally, we characterize stem covers of perfect Leibniz n-algebras. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leibniz%20n-algebras" title="leibniz n-algebras">leibniz n-algebras</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20extensions" title=" central extensions"> central extensions</a>, <a href="https://publications.waset.org/abstracts/search?q=Schur%20multiplier" title=" Schur multiplier"> Schur multiplier</a>, <a href="https://publications.waset.org/abstracts/search?q=stem%20cover" title=" stem cover"> stem cover</a> </p> <a href="https://publications.waset.org/abstracts/140090/stem-covers-of-leibniz-n-algebras" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140090.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3329</span> Developing Gifted Students’ STEM Career Interest</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wing%20Mui%20Winnie%20So">Wing Mui Winnie So</a>, <a href="https://publications.waset.org/abstracts/search?q=Tian%20Luo"> Tian Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeyu%20Han"> Zeyu Han</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To fully explore and develop the potentials of gifted students systematically and strategically by providing them with opportunities to receive education at appropriate levels, schools in Hong Kong are encouraged to adopt the "Three-Tier Implementation Model" to plan and implement the school-based gifted education, with Level Three refers to the provision of learning opportunities for the exceptionally gifted students in the form of specialist training outside the school setting by post-secondary institutions, non-government organisations, professional bodies and technology enterprises. Due to the growing concern worldwide about low interest among students in pursuing STEM (Science, Technology, Engineering, and Mathematics) careers, cultivating and boosting STEM career interest has been an emerging research focus worldwide. Although numerous studies have explored its critical contributors, little research has examined the effectiveness of comprehensive interventions such as “Studying with STEM professional”. This study aims to examine the effect on gifted students’ career interest during their participation in an off-school support programme designed and supervised by a team of STEM educators and STEM professionals from a university. Gifted students were provided opportunities and tasks to experience STEM career topics that are not included in the school syllabus, and to experience how to think and work like a STEM professional in their learning. Participants involved 40 primary school students joining the intervention programme outside the normal school setting. Research methods included adopting the STEM career interest survey and drawing tasks supplemented with writing before and after the programme, as well as interviews before the end of the programme. The semi-structured interviews focused on students’ views regarding STEM professionals; what’s it like to learn with a STEM professional; what’s it like to work and think like a STEM professional; and students’ STEM identity and career interest. The changes in gifted students’ STEM career interest and its well-recognised significant contributors, for example, STEM stereotypes, self-efficacy for STEM activities, and STEM outcome expectation, were collectively examined from the pre- and post-survey using T-test. Thematic analysis was conducted for the interview records to explore how studying with STEM professional intervention can help students understand STEM careers; build STEM identity; as well as how to think and work like a STEM professional. Results indicated a significant difference in STEM career interest before and after the intervention. The influencing mechanism was also identified from the measurement of the related contributors and the analysis of drawings and interviews. The potential of off-school support programme supervised by STEM educators and professionals to develop gifted students’ STEM career interest is argued to be further unleashed in future research and practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted%20students" title="gifted students">gifted students</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20career" title=" STEM career"> STEM career</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20professionals" title=" STEM professionals"> STEM professionals</a> </p> <a href="https://publications.waset.org/abstracts/171443/developing-gifted-students-stem-career-interest" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3328</span> Adopting English as a Language of Instruction of STEM in Tunisian Higher Education Institutions: Promises and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimoun%20Melliti">Mimoun Melliti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper investigates the promises, challenges, and perspectives associated with teaching STEM subjects in English within Tunisian higher education institutions. The study explores the potential benefits of English-medium instruction in Science, Technology, Engineering, and Mathematics (henceforth STEM) education, with a special focus on enhanced global competitiveness, improved English language proficiency, and increased access to international resources and collaborations. Additionally, it examines the various challenges faced by educators and students, such as language shift/barriers, curriculum adaptation, faculty training, and student support. Through a comprehensive analysis of promises and challenges, this paper aims to provide insights and recommendations for effectively implementing English medium instruction (henceforth EMI) of STEM in Tunisian higher education institutions. The paper concludes with a recommended action plan for the proper introduction of EMI of STEM in Tunisia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EMI%3B" title="EMI;">EMI;</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20reforms" title=" language reforms"> language reforms</a> </p> <a href="https://publications.waset.org/abstracts/178302/adopting-english-as-a-language-of-instruction-of-stem-in-tunisian-higher-education-institutions-promises-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3327</span> The Using of Hybrid Superparamagnetic Magnetite Nanoparticles (Fe₃O₄)- Graphene Oxide Functionalized Surface with Collagen, to Target the Cancer Stem Cell</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Khalaf%20Reyad%20Raslan">Ahmed Khalaf Reyad Raslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cancer stem cells (CSCs) describe a class of pluripotent cancer cells that behave analogously to normal stem cells in their ability to differentiate into the spectrum of cell types observed in tumors. The de-differentiation processes, such as an epithelial-mesenchymal transition (EMT), are known to enhance cellular plasticity. Here, we demonstrate a new hypothesis to use hybrid superparamagnetic magnetite nanoparticles (Fe₃O₄)- graphene oxide functionalized surface with Collagen to target the cancer stem cell as an early detection tool for cancer. We think that with the use of magnetic resonance imaging (MRI) and the new hybrid system would be possible to track the cancer stem cells. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hydrogel" title="hydrogel">hydrogel</a>, <a href="https://publications.waset.org/abstracts/search?q=alginate" title=" alginate"> alginate</a>, <a href="https://publications.waset.org/abstracts/search?q=reduced%20graphene%20oxide" title=" reduced graphene oxide"> reduced graphene oxide</a>, <a href="https://publications.waset.org/abstracts/search?q=collagen" title=" collagen"> collagen</a> </p> <a href="https://publications.waset.org/abstracts/145693/the-using-of-hybrid-superparamagnetic-magnetite-nanoparticles-fe3o4-graphene-oxide-functionalized-surface-with-collagen-to-target-the-cancer-stem-cell" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3326</span> Survey Investigation of Perceptions of Technologists among Primary Students: Stereotypes, Diversity, and Their Use of Science, Technology, Engineering, and Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tian%20Luo">Tian Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20Mui%20Winnie%20So"> Wing Mui Winnie So</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gaining career awareness in STEM is an important educational outcome in STEM education. While many studies focused on students’ understanding of scientists and engineers, very few studies explore students’ perceptions of technologists as a group of STEM professionals. In this study, 300 valid surveys which include drawing task and follow-up questions about technologist were collected from 4th to 6th grade students. The results showed that 75.1% of the students draw a technologist as a male and 19.3% draw a technologist as a female. Most students believe that technologists use math, science or engineering in their work and can name a few categories of technologists. The drawings also showed that students tend to present technologists as people who work with a computer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20%28Science" title="STEM (Science">STEM (Science</a>, <a href="https://publications.waset.org/abstracts/search?q=Technology" title=" Technology"> Technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Engineering" title=" Engineering"> Engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20Mathematics%29%20education" title=" and Mathematics) education"> and Mathematics) education</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20students" title=" elementary students"> elementary students</a>, <a href="https://publications.waset.org/abstracts/search?q=technologist" title=" technologist"> technologist</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20careers" title=" STEM careers"> STEM careers</a> </p> <a href="https://publications.waset.org/abstracts/87535/survey-investigation-of-perceptions-of-technologists-among-primary-students-stereotypes-diversity-and-their-use-of-science-technology-engineering-and-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3325</span> Usage of Cord Blood Stem Cells of Asphyxia Infants for Treatment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Shah%20Farhat">Ahmad Shah Farhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Prenatal asphyxia or birth asphyxia is the medical situation resulting from a newborn infant that lasts long enough during the birth process to cause physical harm, usually to the brain. Human umbilical cord blood (UCB) is a well-established source of hematopoietic stem/progenitor cells (HSPCs) for allogeneic stem cell transplantation. These can be used clinically to care for children with malignant diseases. Low O2 can cause in proliferation and differentiation of stem cells. Method: the cord blood of 11 infants with 3-5 Apgar scores or need to cardiac pulmonary Resuscitation as an asphyxia group and ten normal infants with more than 8 Apgar scores as the normal group was collected, and after isolating hematopoietic stem cells, the cells were cultured in enriched media for 14 days to compare the numbers of colonies by microscope. Results: There was a significant difference in the number of RBC precursor colonies (red colonies) in cultured media with 107 cord blood hematopoietic stem cells of infants who were exposed to hypoxemia in two wells of palate. There was not a significant difference in the number of white cell colonies in the two groups in the two wells of the plate. Conclusion: Hypoxia in the perinatal period can cause the increase of hematopoietic stem cells of cord blood, special red precursor stem cells in vitro, like an increase of red blood cells in the body when exposed to low oxygen conditions. Thus, it will be usable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=asphyxia" title="asphyxia">asphyxia</a>, <a href="https://publications.waset.org/abstracts/search?q=neonre" title=" neonre"> neonre</a>, <a href="https://publications.waset.org/abstracts/search?q=stem%20cell" title=" stem cell"> stem cell</a>, <a href="https://publications.waset.org/abstracts/search?q=red%20cell" title=" red cell"> red cell</a> </p> <a href="https://publications.waset.org/abstracts/177379/usage-of-cord-blood-stem-cells-of-asphyxia-infants-for-treatment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span 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