stem-education

Documents about stem-education

• Generators, Motors, and Transformers: How Induction Works#293776Zenodo (CERN)
• Investigating How Faculty Social Networks and Peer Influence Relate to Knowledge and Use of Evidence-based Teaching Practices#481872DigitalCommons@University of Nebraska
• Building the Next Cybersecurity Workforce: A Grades 7–12 Curriculum to Close the Cyber Talent Gap#363697DigitalCommons@Kennesaw State University
• Knowledge hegemony and epistemic reclamation in Central Asian higher education: a community case study of Eastern scholastic heritage integration, sociological field dynamics, and the conditions for decolonizing economic reasoning across STEM and social science disciplines in Uzbekistan.#923261NCBI PubMed Central
• Propuesta de Diseño Curricular Orientada a la Definición de Contenidos y Competencias para el Área de Electrónica en Grado Sexto: Aportes desde la Investigación Documental (2020-2025)#631631Repositorio Institucional UMNG
• Rationale, Design, and Participant Baseline Characteristics of a Parallel Randomized Trial of the Effect of Replacing SSBs with Cow’s Milk Versus Soymilk on Intrahepatocellular Lipid and Other Cardiometabolic Risk Factors in Adults with Obesity Who Consume Sugar-Sweetened Beverages: The Soy Treatment Evaluation for Metabolic health (STEM) Trial.#9342NCBI PubMed Central
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)
• Contemporary dialogues in health sciences#928238Repositório Institucional da UFMG