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The paper describes the methods and tools for realizing the electronic information and educational environment of an educational institution. The paper describes the requirements for systems for monitoring and supporting the educational process. The indicators requiring attention during the functioning of the electronic learning environment are considered. The paper presented aspects of the increased system load because of covid-19 pandemic [ABSTRACT FROM AUTHOR]

Understanding a concept that people cannot observe directly in real life is always challenging in education. It could be even more difficult for public health education topics such as viruses or bacteria. However, public health education is critical for understanding the knowledge of the virus in the age of COVID-19. Thus, this paper proposes a distributed mixed reality environment to enhance public health education in the internet of things (IoT) context. We introduce the design methodology based on the mixed reality interaction characteristics, the implementation, and the initial evaluation. [ABSTRACT FROM AUTHOR]

Cheating behaviour is one of the problems in the education field during an online exam. In this paper, anti-cheating system is proposed to enhance learning environment of various educational institutions. The appearances and potential ways of cheating are analyzed during the exam process. A novel anti-cheating system is proposed to prevent illegal access based on these two points. It is heavily based on face movement recognition technique. Simulation results of the suggested detection scheme demonstrate that our system possesses outstanding rate of detection with low false alarms rate. [ABSTRACT FROM AUTHOR]

Applying the relevance of AI is a necessity in the present scenario of education. As technology has advanced the learning methods and learning outcomes have changed the scenario of the learning environment. The use of intelligent chatbots have paved the way for interactive sessions among teachers and students. The use of intelligent chatbot has increased productivity, communication, learning and tutoring assistance and also makes the subject more interesting. The future of the learning process will be using AI, application and intelligent chatbot which will reduce the ambiguity and give one to one interaction for the student in a classroom. The aim of this research paper is to provide emphasis on the use of intelligent chatbot in the classroom with specific domain knowledge. It also emphasizes the need of the hour as students in a class will be understanding a subject in different levels. The research paper focuses on how the learning outcome will differ and students will improve the performance knowledge in the subject. The research paper takes in an overview of the traditional method concepts in comparison with the new adoption of AI tools. The students can at any point of time after the class interact with the intelligent chatbot and get the required output. It is not a replacement for the teachers but it enhances the knowledge domain, even if the teachers are present. So at any point of time, he/she can interact and get valuable results [ABSTRACT FROM AUTHOR]

Scientific literacy is a significant goal in science education. Unfortunately, scientific literacy is difficult to achieve. Scholars have suggested embedding scientific practices resembling the work of scientists within science education. The eight scientific practices will be implemented within a constructivist learning environment that supports inquiry. However, teachers often misinterpret the implementation of scientific practices within science classrooms. Teachers' epistemic understanding of the nature of science contributes to implementing scientific practices in ways that benefit the students. This conceptual paper proposes a framework for building teachers' epistemic understanding of scientific practices. The suggested framework is expected to help teachers improve their teaching of scientific practices to build a meaningful science learning experience for the students. We hope that meaningful science learning will improve students' understanding and competence in scientific practices. [ABSTRACT FROM AUTHOR]

A paper-based attendance system is still used in many nations and educational institutions to keep track of students' attendance. This strategy has a number of drawbacks, including a significant increase in time and environmental resource use. There are more efficient ways to keep track of attendance instead of the outdated standard techniques. Using an automated attendance management system will eliminate the drawbacks of manual solutions now in use. This research will also look at recent studies on automated attendance systems and how they relate to deadlines. Students are less likely to engage in delinquent or harmful behaviour if they attend class regularly, according to CNN (Convolutional Neural Network). Because the face is not detected after a frame change in the real-time sequence, this strategy saves computational power as well as memory and storage space. Attendance tracking gadget for use in schools that utilises embedded technology. It's possible to operate an RFID (Radio Frequency Identification)-based gadget while class is in progress without bothering the students. In order to develop a more user-friendly product, the CNN-based Multi-Layer Neural Networks method reduces the size of the ergonomics so that it is easier to utilise in academic settings. SAMS (Smart Attendance Monitoring System) was developed using sensor recognition in an effort to solve the inadequacies of the existing systems. [ABSTRACT FROM AUTHOR]

This paper reviews research, studies and questionnaires on issues relating to the effects of noise on students at colleges and universities. Issues covered include factors affecting; colleges and universities campuses noise sources, outdoor and indoor classroom, and educational labs noise sources; health effects of noise on students; and acoustic environment of the classrooms. [ABSTRACT FROM AUTHOR]

Improving the mathematical HOTS of students is a recurring global issue. Substantial evidence indicates that constructivism is a promising learning strategy that is capable of resolving the issue. As digitalisation increases, technology-enhanced learning environments are gaining importance in contemporary education. However, scant literature exists on the process of improving mathematical HOTS while students use technology-enhanced learning environments. The purpose of this paper is to posit a learning process that could improve students' mathematical HOTS based on technology-enhanced learning environments, which were developed through constructivism and tested by the authors using data from learning analytics technology. Sixty samples participated in this study to learn about and interact with technology-enhanced learning environments. Comparing the mathematical HOTS of the samples before and after their interaction with the technology-enhanced learning environments revealed significant differences in the directions of higher HOTS. The sequential analysis technique was applied to 10 759 logs extracted from the learning analytics. Four types of learning engagement activities emerged as a result of empirical testing: Content Engagement, Exercises Engagement, Activities Engagement, and Evaluation Engagement. Analysis utilising Pearson's correlation and linear regression demonstrated that the students' mathematical HOTS were positively affected by their engagement with the content, exercises and activities provided in the technology-enhanced learning environments. The framework was found to be capable of explaining 69% of the mathematical HOTS enhancement process among the samples. This implies that for students' mathematical HOTS to improve or for a technology-enhanced learning environment to have a cognitive implication on students, emphasis must be placed on exercises and online activities. Evaluation was given less weight but remains a necessary component of formal education. This research also demonstrated that, when designed appropriately, technology-enhanced learning environments can enhance students' mathematical HOTS. Therefore, educational technology is a promising solution to the educational problems of the information age. [ABSTRACT FROM AUTHOR]

Teaching and Learning Mathematics in the 21st centuries highly related to the digital technology used in the classroom. Mathematics is the best practice in the standard teaching and learning (T&L) process where the teacher and student physically attend the class. There is where the interaction and discussion on subject matter happened. However, due to the COVID-19, the practice needs to be changed drastically in which both sides of teacher and student are not allowed to have a physical class to avoid any contact. The learning process must proceed and adapt well to the current situation. A Learning Management system must be developed as a platform to digitally organize educational material. Due to that, this paper aims to illustrate the development of a website that is beneficial in T&L Mathematics courses. The content of the mathematics course chosen is Linear Algebra. There are various learning management systems, but the one that customizes the purpose and requirement of our class content can be developed by ourselves. Google offers a good package where google sites can be easily set up for that purpose. The content is arranged according to based on topics. In addition, the interactive learning environment is also embedded in developing the system to attract the student's attention during class hours. Live chat is also provided for the student to ask questions at their convenience time. Developing a customized learning management system can be an alternative for teachers to provide a digital environment to their students so that the process of T&L can be continued. Our website has been introduced to students, and their feedback is recorded. The result shows that students show positive responses while describing the website [ABSTRACT FROM AUTHOR]

Practical mastering of a foreign language by university students in the distance learning environment is associated with the search for ways and means of adequate teaching and learning interaction patterns. The present study concentrates on the problem of teaching foreign languages using information and communication technologies. The focus is made on the possibilities of using various e-learning resources and services to develop students' communicative competence. Based on the survey conducted among teachers and students, the authors explore how to organize effective online interactions of foreign language learners and outline the following components of those interactions: lingvo-cognitive, information, communicative, perceptual, and intercultural ones. The potential of e-learning resources is evaluated to promote the cognitive and social involvement of foreign language learners in meaningful oral and written online interactions. The paper presents the extended and diversified range of distance learning tools that have proven effective for online classes. [ABSTRACT FROM AUTHOR]

The use of preserved human cadaver has been practiced by many medical institutions for teaching. It is one of the most effective ways of learning anatomy due to its three-dimensional view of human body parts. However, the use of human cadaver can be challenging especially in institutions with limited financial capacity and availability issue. Thus, an alternative of teaching anatomy has been introduced such as the use of simulation, imaging, and model. In this paper, a methodology was proposed on the implementation of three-dimensional anatomical model learning using low-cost and recycled materials while assessing students' perception on this alternative learning method. Students' perception was assessed pre and post activity via questionnaires comprising five elements including knowledge, communication skills, creativity, motivation and acceptance. This proposed study is hoped to help in data collection process in the future, hence provide better insights on the need of this alternative learning method. [ABSTRACT FROM AUTHOR]

Industrial Revolution 4.0 (IR4.0) is the buzzword of the day, affecting all aspects of human life. Academics are accountable for preparing potential employees who will need to be prepared for IR4.0 and beyond as society struggles to comprehend its implications. The application of technological improvements in teaching and learning can improve the teaching and learning process and pique learners' interest in the learning materials. 3D printing, augmented reality, virtual reality, cloud computing, hologram, biometrics, multi-touch LCD screen, internet of things, artificial intelligence, big data, and QR-code for educational purposes are among the technological breakthroughs in IR4.0 discussed in this paper. This article discusses how IR4.0 can enhance the learning environment during the Covid-19 pandemic. This article also reviews the previous literature reviews about IR4.0 technology in the learning environment. [ABSTRACT FROM AUTHOR]

This paper identifies that the use of Augmented Reality Learning Environment (ARLE) enhances the learning outcomes of the kindergarten school kids. However, the impact of the application on public school kids differs from private school kids. The authors developed two applications: 1) AR learning environment for the kindergarten kids to learn the basics of English and 2) web-based application with the same learning objectives as ARLE. To analyse the effect of technology (AR, web), school (public, private) and assessment-time (pre-test, post-test) on learning and motivation, a 2x2x2 factorial design was implemented. Ninety-three kids were selected as participants for the analysis. The results highlighted that 1) The achieved test scores showed a positive effect of technology, school and assessment time, 2) The marks scored by the kids using ARLE were higher than the kids who learnt from a web application, 3) The positive impact of ARLE on public schools was more as compared to the private schools, 4) Private schools kids showed higher levels of motivation while using ARLE than public schools. This work concludes that the use of ARLE to teach English is highly effective and improves learning outcomes of kids studying in both private and public schools. [ABSTRACT FROM AUTHOR]

The paper is aimed at the description of a PLE (Personal Learning Environment)-based teaching model suitable for implementation in the instruction of upper primary school students. The paper describes the individual stages of the model and its use of ICT (Information and Communication Technologies) tools. The Personal Learning Environment is a form of instruction which allows for the meaningful use of information and communication technologies (including mobile technologies) in their entirety. [ABSTRACT FROM AUTHOR]

Recently, mobile devices have been used by so many users coming from various background. The students in high schools are among the most frequent user. Just like the other users, the students are utilizing the devices to do various tasks such as to help them finish their assignments. With qualitative approach, this paper aims to report the explorative works searching for the determinant factors that affecting the usage of mobile technology in learning environment. The study reveals that the availability of course-related contents, the role of authority, and the limitations of mobile devices are among the main determinant factors to the adoption of mobile learning in high schools. [ABSTRACT FROM AUTHOR]

The Infusion of virtual reality equipment into the sports and gaming industries has extraordinarily upgraded users' result encounters and outcome experiences on the loose. Virtual reality technology and its equipment are largely used by various sports and gaming industries. Virtual reality equipment creates an environment that permits users and participants to engage in this learning environment rather than passive spectators effectively. Virtual reality equipment permits users to experience and explore conceivable learning outcomes. VR equipment has created an environment that allows users to learn and train to become specialists in that particular field of gaming and sports activity. It helps evaluate the performance and analyze the results of the particular participant. This paper centers on the potential outcomes of using virtual reality equipment in the sports and gaming environment and investigates in giving potential possible recommendations for enhancing virtual learning and training tasks in the sports and gaming environment to create a wholesome experience for users at large. [ABSTRACT FROM AUTHOR]

The Pathway Active Learning Environment synthetic tutoring system is capable of collecting large numbers of students' short responses to open-ended questions. The analysis of these responses may provide insight into the utility of the system, as well as information about student understanding of physics. The free-response nature of our data lends itself to qualitative analysis, however large data sets benefit from automated analysis. Natural language processing and data mining approaches, such as clustering, have been of interest across a variety of fields for automating the analysis of qualitative data. However, content-specific vocabulary, an abundance of search features, some of which are irrelevant, and inherent limitations on computers' abilities to match meaning are challenges that must be overcome. In this paper we discuss an analysis protocol for training computer models for automated data analysis. The preliminary analysis of two sample questions is presented, demonstrating a baseline of success. [ABSTRACT FROM AUTHOR]

This paper sketches a careful analysis of an exceptional classroom event where students develop, without explicit instruction, a model equivalent to Newton’s thermal law as a composition of intuitive knowledge elements. Lessons about how social (cultural, discursive, situated, etc.) and cognitive perspectives may interact are put forward. [ABSTRACT FROM AUTHOR]

This paper situates PhET computer simulations (sims) in a socio-cultural-historical context. Sims are cultural tools designed to embody certain norms and practices of the physics community, particularly learning through exploration. We focus on interactions between three scales of tools: representations, materials, and environments. We examine critical features of tools across these three scales which support student learning through engaged exploration. We support our claims with data from studies of use of sims in introductory physics laboratories. [ABSTRACT FROM AUTHOR]

Over the last decade, science education researchers in the US have studied students’ beliefs about science and learning science and measured how these beliefs change in response to classroom instruction in science. In this paper, we present an Arabic version of the Colorado Learning Attitudes about Science Survey (CLASS) which was developed to measure students’ beliefs about physics at King Saud University (KSU) in Riyadh, Saudi Arabia. We describe the translation process, which included review by four experts in physics and science education and ten student interviews to ensure that the statements remained valid after translation. We have administered the Arabic CLASS to over 300 students in introductory physics courses at KSU’s men’s and women’s campuses. We present a summary of students’ beliefs about physics at KSU and compare these results to similar students in the US. [ABSTRACT FROM AUTHOR]

This paper presents findings on how consistent teachers’ perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum. [ABSTRACT FROM AUTHOR]

Reflection on practice (ROP) serves to support teachers that introduce innovative instruction into their classrooms. There is an inherent dilemma between competing goals in ROP workshops: developing teachers' skills as reflective practitioners (process), vs. developing specific favored practices (result). This dilemma affects the evaluation of such workshops, as evaluation methods should align with the goals. In this paper we will gain insight on how to resolve the dilemma from the perspective of teaching scientific problem solving, where a similar dilemma between process and result is sharply manifested and thoroughly explored. Assessment methods and tools derived from this perspective were applied in a formative evaluation of a workshop for high school physics teachers. We will show how these analysis tools enabled us to identify differences in outcomes between versions of yearlong workshops that used different approaches to guidance of ROP. Our research can contribute to the planning and evaluation of ROP workshops. [ABSTRACT FROM AUTHOR]

The Cognitive Walkthrough (CW) method was used to evaluate the usability of the SAFEFORM interface design. SAFEFORM is a web-based tool designed specifically for Indian construction industry safety experts to facilitate the process of risk assessment, focusing on preventing falls associated with vertical formwork. According to safety experts interviewed, the existing risk assessment method has a lack of safety knowledge issues on specific activities. The provision of an interactive learning environment is a critical ingredient in facilitating safety experts' safety knowledge in understanding particular activities' safety information. The SAFEFORM prototype was created based on the user requirements of safety experts, emphasizing cognitive, psychomotor, and behavioral aspects. A small group of construction professionals, faculty, and designer was involved in this CW method used on the SAFEFORM interface design. The findings revelated 5 usability issues and indicated that SAFEFORM interface should be re-designed based on these issues to reduce the ambiguity to the users. [ABSTRACT FROM AUTHOR]

This research was carried out to investigate the effect of using design thinking approach (PR) in the online learning environment on the achievement of third semester Design and Technology course trainee teachers at the Institute of Teacher Education (IPG). This research also aimed to investigate whether there are differences of the effects of intervention using design thinking approach in the online learning for one group in comparison with another group who used online learning without the intervention. The self regulation among different trainees teachers was investigated accordingly. A pre-test and post-test quasi experimental design were used in this research. There were 134 teacher trainees involved from two different IPGs from Northern of Peninsular Malaysia. The first group was from one IPG that was Experiment 1 (E1) and the other as the second group that was Experiment 2 (E2). Both groups will undergo online self regulatory questionnaire; which will measure the level of self regulation of the trainee teachers; the high and low level self regulated. Group E1 used the design thinking approach in the online learning environment with PR (Pemikiran Reka Bentuk/Design Thought) method whereas E2 used design thinking approach in the online learning environment method without PR. The achievement test on the topic of workshop safety management was used to measure their achievement and its retention towards achievement. The research hypothesis was tested by statistical inference using Analysis of Covariance (ANCOVA) technique. The research findings showed that the use of design thinking approach in online learning environment had positive effect on the achievement on the topic of workshop safety management among high self regulated trainee teachers in comparison to low self regulated trainee teachers. The implications of this research findings suggest that the use of design thinking approach in online learning environment was able to provide an effective learning strategy in Design and Technology course in IPG as it had provided a systematic way of thinking in order to design and produce a product in an autonomous online learning environment. [ABSTRACT FROM AUTHOR]

Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher's verbal interaction during teaching has not been considered to any great extent. For this reason, a systematic review was conducted to observe the pattern of the existing IBL research. This systematic review of quantitative and qualitative studies published between 2006 and 2016 was undertaken by using the following databases: Taylor & Francis Online (2012- 2015), Wiley Online Library (2012-2015), ScienceDirect, SpringerLink, SAGE Journals, and EBSCOHOST. Research articles from trustworthy websites were also used. The main keywords used were teacher verbal interaction, inquiry-based learning (IBL), secondary school science and classroom interaction. Eleven studies were included in this review but only two out of the eleven selected papers discussed teacher verbal interaction. Hence, more research needs to be conducted in order to observe the effect of IBL towards teacher's verbal interaction during learning sessions. [ABSTRACT FROM AUTHOR]

In the context of technology development and application in teaching, a new learning model arose, replacing the teacher-centered space with a new collaborative learning environment - the student-centered; it's the model of the reversed class (Flipped classroom). The Flipped classroom is an advanced educational model based on the development of E-Learning technology and modern training methods. Based on the theoretical studies of the Flipped classroom, the article analyzes the advantages as well as the difficulties when applying this model to teaching activities in general and teaching physical education in particular. On that basis, a process of applying the Flipped classroom in teaching Physical Education to improve teaching efficiency will be built. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the impact of web-based collaborative learning on students' level of cognitive processing. The assessment of the effectiveness of learning environment provided involved several instruments such as questionnaires, pre and post achievement tests. The analysis found that the low level (knowledge, understanding and application) and high level (analysis, synthesis and evaluation) of cognitive thinking increased by 35.02% and 45.22% respectively. In addition, the pre and post achievement tests also showed that the learning activity had positive impact on student achievement in the test (p = 0.000, α = 0.05). In conclusion, the web-based collaborative learning provided showed positive impact on students' cognitive processing levels. The collaborative learning approach was also able to help students build more meaningful knowledge in groups compared to conventional learning approaches and individual learning. [ABSTRACT FROM AUTHOR]

Scientific argumentation skills are considered as a major component to support science education in 21st century skills. The preservice biology teacher needs to be empowered in their argumentation skills to challenges global competition. The intent of this case study is to propose an analytical framework of scaffolding strategy to enhance the quality and quantity of scientific argumentations skills (SAS) in biology cased-based learning (BCBL) through online learning environment. This study was administered to 20 preservice biology teachers in Department of Biology Education. The quality of argument is determined by Toulmin Argumentation Pattern (TAP) and Erduran's analytical framework. The results of this study indicate that the quantity of argumentation components of pre-service biology teachers is still low. The quality of their skills in providing data, guarantees and support for claims is also still low. The findings of this study can contribute to determine the type of scaffolding can be provided in the distance learning course. [ABSTRACT FROM AUTHOR]

During the period 2008-2014, the European Commission funded several large-scale projects in science education that promoted the use of inquiry-based learning for engaging young people in science. All these projects were aimed at the introduction and broader use of inquiry-based science education (IBSE) through enriching the skills of teachers by delivering appropriate teacher education programs at both pre-service and in-service levels. This paper will present on the approach adopted by the SAILS project to support science teachers in the use and dissemination of Inquiry based approaches in their own classrooms with students aged 12-18 years. [ABSTRACT FROM AUTHOR]

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains. [ABSTRACT FROM AUTHOR]

Thinking skill is an imperative element for national development. However, according to international rating in education, the position of Malaysia is currently far behind from most of developed and developing nations. One of the education areas that Malaysia is left behind is Mathematics. Therefore, what is the technology and pedagogy that can improve Higher Order Thinking Skills (HOTS) in Mathematics is crucial. It is also important in primary level of schooling. The purposes of this research are to investigate the current thinking skill level among primary school students in Malaysia. Second, to develop a learning environment using Moodle Learning Management System for the purpose of improving thinking skill among primary school students and to evaluate its effectiveness. Eventually, to present what make the samples improved their thinking skill while using the learning environment. This research is an experimental research and an applied research in nature with the purpose of probe into the effectiveness of the learning environment. Forty samples from a primary school were involved in this experiment. The learning environment was developed using Suchman’s Inquiry Model. There are five problem solving steps in Suchman’s Inquiry Model which are problem statement, hypothesis construction, data collection, data analysis and making conclusion. Samples answer the pre-test before using the developed learning environment. Samples’ thinking skill before using the learning environment is low at mean = 30.5 and standard deviation = 13.58. However, improvement is visible after the treatment with the post-test score at mean = 70.25 and standard deviation = 16.56. To study the effectiveness of the learning environment, Wilcoxon Signed Rank test was conducted and a significant different was implied by Z = −5.494, p = .000. What make the sample improve in their thinking skill is analyse based on samples’ activities. Finding showed that sample with better improvement in thinking skill uses the learning environment longer than the one with less improvement. The implication of this research it shows that improvement in thinking skill using online learning environment is possible. Thus, further research on to investigate the best design for learning environment to improve thinking skill, how thinking skill can be improved, how is the process of thinking skill improvement and model on thinking skill improvement is needed to fill in the gap in current knowledge. [ABSTRACT FROM AUTHOR]

The exceptional existence of tahfiz institutions (TI) by a government and the private sector in Malaysia indicates that tahfiz education at par to fill mainstream education. Nevertheless, the level of TI facilities management (FM) provided is unstandardized since its infrastructure and establishment is initiated by the varied background of TI organizer. Thus, the effectiveness of TI education system is immeasurable. The significance of this research is to explore the critical success factor (CSF) of service delivery for TI teaching and learning environment. This research adopts both qualitative and quantitative method through survey instrument in order to review and analyze to achieve the research goal. The findings showed several important criteria for a transformation of TI education teaching and learning environment such top management of TI needs to be more responsible in providing better FM practice to achieve efficiency of manpower in providing a conducive learning environment for students for producing excellent huffaz. Thus, TI education system needs to have clear standard guidelines in operating their activities in producing huffaz that capable implement Islamic knowledge to the development of the country. [ABSTRACT FROM AUTHOR]

This study pertains to the process of Data Encryption Standard, DES. DES consists of encryption and decryption processes linked with mathematical elements such as algebra and number theory. Preliminary, studies revealed that most of mathematics students face a problem in understanding the complicated process of DES. In modern learning methods, learning environment becomes more interesting with the use of computer and a variety of mathematical software packages. Several mathematical softwares such as Maple, Mathematica, Mathlab and Sage were developed in order to fulfill the specific calculation requirements. Correspondingly, motivated from that, this study incorporated with Maple to enhance the existing DES Maplet interface to be more interactive and user-friendly compared to the original version. [ABSTRACT FROM AUTHOR]

Physics students enter our classroom with significant learning experiences and learning goals that are just as important as their prior knowledge. Consequently, they have expectations about how they should be taught. The instructor enters the same classroom and presents the students with materials and assessments that he/she believes reflect his/her learning goals for the students. When students encounter a reformed physics class, there is often a "misalignment" between students' perceptions, and learning goals the instructor designed for the students. We want to propose that alignment can be achieved in a reformed physics class by taking a holistic view of the classroom. In other words, it is not just about teaching physics, but a problem of social engineering. We will discuss how we applied this social engineering idea on multiple scales (individual students, groups, and the whole class) to achieve alignment between students' expectations and the instructor's learning goals. [ABSTRACT FROM AUTHOR]

The University of Colorado’s Partnerships for Informal Science Education in the Community (PISEC) program, in which university students participate in classroom and after school science activities with local precollege children, seeks to develop children’s interest, identity and abilities in science, while simultaneously developing university participant’s interest and understanding in education and their abilities to communicate about science. The Communication in Everyday Language Assessment (CELA) component of our assessment suite has been used to evaluate university student teaching in these informal educational settings. We find significant positive gains a result of participating in the PISEC program. [ABSTRACT FROM AUTHOR]

Following the documentation of significant and reproducible student content learning gains through the use of the Tutorials at the University of Colorado (CU), we seek to understand the meaning that students are making of this reform. Spanning five years of Tutorials use at CU, we investigate if students’ perceptions of the Tutorials shift (become more or less favorable) after the Tutorials have become fully institutionalized. We find that they do not. We observe some semesters where the majority of students perceive the Tutorials to be highly useful for their learning, but this is rarely the case. We determine that students at CU generally do not like the Tutorials. Students’ perceptions of the utility and enjoyment of Tutorials do vary significantly on a semester-by-semester basis suggesting that both the lead and secondary faculty members involved in a Tutorial course may influence the students’ experience in Tutorials. [ABSTRACT FROM AUTHOR]

A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some principles underlying the activation of these networks. These networks represent key constraints for the design of teaching. Individual differences in these networks reflect a combination of genes and experiences. While acquiring expertise is easier for some than others the importance of effort in its acquisition is a basic principle. Networks are strengthened through exercise, but maintaining interest that produces sustained attention is key to making exercises successful. The state of the brain prior to learning may also represent an important constraint on successful learning and some interventions designed to investigate the role of attention state in learning are discussed. Teaching remains a creative act between instructor and student, but an understanding of brain mechanisms might improve opportunity for success for both participants. [ABSTRACT FROM AUTHOR]

The teaching/learning interview has been used to investigate student learning. The aim of the teaching/learning interview is to model a natural learning environment while allowing more direct access to a student’s or group’s thinking and reasoning. The interview typically involves one to four students working with a researcher’interviewer while being audio and video recorded. It has previously been reported [1] that the data collected in a teaching/learning interview is richer in detail than data collected in an actual classroom. We investigated the possibility that there were also other differences between these formats. We used the same instructional materials as well as pre-, mid- and post-tests in a teaching/learning interview and in a classroom laboratory setting. We will describe how the data collected in these two settings compare. [ABSTRACT FROM AUTHOR]

Peer Instruction has been used successfully in undergraduate classrooms for decades. Its success depends largely on the quality of multiple-choice questions. Yet it is still rare in secondary schools because of teachers' lack of experience in designing, evaluating, and implementing conceptual questions. Research-based multiple-choice conceptual questions are also underutilized in physics teacher education. This study explores the implementation of Peer Instruction enhanced by PeerWise collaborative online system, in a physics methods course in a physics teacher education program. [ABSTRACT FROM AUTHOR]

Self-efficacy, or a person's situation-specific belief that s/he can succeed in a given task, has been successful in a variety of educational studies for predicting behaviors such as perseverance and success (grades), and for understanding which behaviors are attempted or avoided. The focus of this study was to examine if classroom factors such as teaching strategies and classroom climate contribute to students' physics self-efficacy. 121 undergraduates in first semester, calculus-based introductory physics courses completed surveys assessing course experiences, self-efficacy and other outcome variables, and demographic information. Students in sections including a mix of teaching strategies did significantly better than students in the traditional section on outcome variables including self-efficacy. When individual strategies were examined, the strongest relationships were found between cooperative learning strategies and all sources of self-efficacy, and between climate variables and all sources of efficacy. [ABSTRACT FROM AUTHOR]

Discusses efforts to boost physics education in Serbia and Montenegro. Celebration of the World Year of Physics; Improvement of the learning environment; Improvements to physics education.