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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Planetariums are usually known as non-formal learning spaces and an incredible way to communicate astronomical and scientific knowledge. However, this potential increases when we build a planetarium because we add knowledge and fun to the space. In this project, we report on constructing a planetarium for this innovative and stimulating learning environment. Currently, there are several models of planetariums, some simpler and others quite complex; however, they are almost always places of passive interaction. Here, we propose to build a cardboard planetarium, which allows a remarkable application of the STEAM strategy in a Do-It-Yourself (DIY) project that can actively involve children from age 12 directly in the construction process. We have designed and built a cardboard planetarium, 4 metres in diameter, with a capacity to host up to 20 children or 10 adults per session. The planetarium is composed of a dome and a base for support; both are constructed from cardboard with different thicknesses due to the individual function of each one. A pilot planetarium was successfully exhibited during a science festival in Portugal. There are plans to build other DIY planetariums in countries across Europe. [ABSTRACT FROM AUTHOR]

While there has been an international call for action from the United Nations secretary general, individuals' abilities to engage with climate change and actions to mitigate it can vary. In 2020 and 2021, COVID-19 and related school closures caused significant upheaval across the world; schools made immediate shifts to remote delivery, increasing workloads and decreasing access to outdoor spaces and opportunities to connect with nature. In this paper we will explore a rural, mid-Wales school's approach to climate change education (CCE), and their experiences running the CCE programme 'You and CO2' through interviews with teachers and analyses of creative interactive digital narratives (IDNs) the students created on the programme. The paper will discuss what the school was doing before the COVID-19 pandemic, the effect of the pandemic on CCE in the school, and how the You and CO2 programme raised the aspirations and confidence levels of the school's humanities department for teaching CCE. The findings in this study highlight the importance of localised knowledge, and engagement with local groups in successful delivery of CCE programmes, which was reflected in students' IDNs. [ABSTRACT FROM AUTHOR]

Industrial energy conservation measures (ECMs) are important components of efforts to reduce global energy consumption and carbon emissions. To aid in assessing water conservation co-benefits of ECMs applied to industrial steam systems, this study proposes a combined energy-water conservation metric that captures the cost of conserved energy and water (CCEW) for common steam system-related ECMs. The proposed metric utilizes a fundamentals-based steam system model coupled with US industrial energy audit data to estimate potential water savings for 21 common ECMs in US industrial plants. At an average water cost of $0.71/kL ($2.66/1000 gal.), improvements to steam distribution, steam vents, de-aerator operation, steam traps, and steam leaks, which correlate to a reduction in steam generation requirements, are shown to have a CCEW that is 0.22 $/GJ lower than the conventional cost of conserved (CCE) for these ECMs. Furthermore, improvements to boiler system blowdown, which correlate to a reduction in liquid water purged from the system, are shown to have a CCEW that is 0.83 $/GJ lower than the CCE for this ECM. The study results demonstrate how broader consideration of water savings can improve the economic case for industrial ECMs. [ABSTRACT FROM AUTHOR]

This multi-phase study designed a program evaluation rubric which used a qualitative rating system to help teachers identify key learning goals, dimensions, and principles related to the socio-scientific issues (SSI)-based science, technology, engineering, arts and mathematics (STEAM) approach for science education. This rubric contains 37 criteria that address one or more key principles of the SSI-based STEAM approach embedded in a 6E inquiry-based instructional model. It is organised into seven evaluation categories: (1) learning outcomes, (2) engage, (3) explain, (4) explore, (5) elaborate, (6) evaluate, and (7) enact. The newly developed rubric was used to evaluate six different climate change programs to determine whether it could measure the intended dimensions and principles and to assess its applicability across varying contexts. This research has implications for providing a tool for teachers to plan and design SSI-based STEAM programs. [ABSTRACT FROM AUTHOR]

To successfully solve the complex challenges facing us in the 21st century, people with expertise in the science, technology, engineering, arts and mathematics (STEAM) fields and other fields are needed, especially for their interdisciplinary way of thinking and working. These competencies should be learned in school, which first implies teacher education to that effect. In this article, a detailed theoretical reflection on the connections or overlapping areas between STEAM education and the dimension of sustainability in a model-like way is presented. It is also argued that mathematical modelling can be a possible instrument for promoting pre-service teachers' professionalism in STEAM education and education for sustainable development (ESD). Based on authors' developed model of this theoretical framework, an ESD-modelling seminar was created for pre-service mathematics teachers in which they also worked on that ESD and STEAM-based modelling problems. In the written reflections on the seminar, which were used as the survey instrument within the conducted empirical study, the teachers presented their subjective views on the connection between modelling and ESD. Based on an evaluation of these written reports by type-forming qualitative content analysis, three teacher profiles for handling ESD within mathematical modelling were developed. These types of teachers illustrate a strong awareness of promoting STEAM and ESD through modelling activities in their upcoming teacher life. [ABSTRACT FROM AUTHOR]

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides a comprehensive systematic review and qualitative analysis of the current research investigating Ayurveda chronic rhinosinusitis (CRS) treatment. PRISMA guidelines for systematic reviews was followed and our search utilized MEDLINE, Embase, Ayush Portal, and Cochrane Library databases. Articles published prior to March 2022, 10 or more patients that investigated Ayurveda as a treatment for CRS in humans were included. This resulted in thirteen articles meeting inclusion criteria. Ayurvedic treatments included herbal medications for oral consumption, nasal instillation, and steam inhalation used alone or in combination. All studies concluded that Ayurvedic therapy led to improvements in subjective CRS symptoms and objective radiographic and hematologic criteria. However, all 13 studies had a significant risk of bias due to study design and statistical methods utilized. Ayurvedic therapy may be a useful CRS treatment for some patients and overall appears to be well tolerated. However, definitive recommendation for when Ayurvedic treatments would be beneficial in the treatment of CRS remains not possible. Given the overall positive effects shown in the current published evidence and growing interest in complementary and integrative therapies, Ayurvedic treatments for CRS deserve further investigation in the form of well-designed controlled trials. [ABSTRACT FROM AUTHOR]

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mathematics often poses a daunting challenge for elementary school students, affecting their academic performance. Addressing this issue requires creating more engaging and innovative learning approaches. This research and development endeavour aim to assess the validity and practicality of a STEAM-based inquiry learning module assisted by a liveworksheet for multiplication material in third-grade elementary school. The study employed the Research and Development (R&D) method using the ADDIE model. The research involved 11 third-grade students at Tulip Putih Elementary School, and both quantitative descriptive analysis and qualitative description techniques were applied for data analysis. The validation results affirmed the suitability of the developed module, categorizing it as excellent. Trial results further demonstrated the practicality of the developed tool. Based on data analysis, it can be concluded that the STEAM-Inquiry Learning module assisted by a liveworksheet, developed for third-grade elementary school students studying multiplication, is suitable for implementation. The incorporation of technology within teaching modules enables educators to create interactive learning experiences. This can enhance the understanding of the material and subsequently influence the improvement of learning outcomes. The deployment of this instructional module stimulates students to be more engaged and active in class, nurturing critical, creative, confident, and analytical thinking skills. [ABSTRACT FROM AUTHOR]

Se presenta el desarrollo de un sistema basado en conocimiento, que integra el API de OpenAI, aplicado en un robot móvil autónomo, orientado a la educación STEAM. El objetivo es establecer un entorno de laboratorio interactivo donde los estudiantes puedan experimentar con conceptos de Ciencia, Tecnología, Ingeniería, Artes y Matemáticas (STEAM por sus siglas en inglés) a través del funcionamiento del robot. Utilizando la metodología Scrum, se desarrolló un sistema soportado por una plataforma web y una aplicación móvil, lo que facilitó el seguimiento y acompañamiento activo del sistema basado en conocimiento. Esta integración, junto con la práctica experimental con el robot móvil autónomo, enriqueció la experiencia educativa. Las pruebas iniciales realizadas con 76 alumnos de tercer semestre de bachillerato mostraron un aumento significativo en sus conocimientos y habilidades en robótica, así como un creciente interés por parte de los estudiantes. Este enfoque interactivo mejora la adquisición de conocimientos y habilidades técnicas alcanzando en más de la mitad de los temas más del 90% de los aciertos en los test realizados, fomentando el pensamiento crítico, la creatividad, el trabajo en equipo, habilidades digitales, aprendizaje activo, adaptabilidad y conciencia interdisciplinaria, alineándolos con las competencias esenciales para la economía global y los desafíos de la Industria 4.0.

IntroductionIn recent years, STEAM (science, technology, engineering, arts, and math) education has become an increasingly popular tool to promote student learning and engagement across disciplines. However, researchers and practitioners continue to note the lack of clarity around definitions of STEAM, its intended purpose, and the nature of discipline integration. In this paper, we explore teachers' understandings and implementation of STEAM as they participated in a teacher professional learning program.MethodsUsing a mixed-methods approach, we analyzed data from 4 years of program implementation with K-12 teachers across multiple schools and districts (n = 61).ResultsParticipants' understanding of STEAM was deepened through their involvement in the professional learning program, with many reflecting on their initial, often shallow, (mis)conceptualizations of STEAM. Using an integration continuum developed by the authors, we identified ways in which integration varied across the STEAM lessons teachers developed, contextualizing these findings within the changing educational landscape of the COVID-19 pandemic, as teachers transitioned between remote, hybrid, and in-person instruction. Participants shared their reflections on the personal, professional, and contextual factors that supported and hindered successful STEAM integration.DiscussionWe found that, when provided with sustained, collaborative pedagogical and material support, teachers could successfully improve their understanding of STEAM and implement STEAM lessons tailored to their grade-level and disciplinary context. Our findings reinforce that teachers need support, autonomy, and flexibility to adopt an approach to STEAM integration that best fits their classroom and school context. We discuss the implications of these findings for researchers and practitioners working to provide effective STEAM teacher professional learning.

In the nineteenth century, Rhine skippers faced new competition. Firstly, in 1830, the Mainz Act abolished the monopolies on part of the Rhine for skippers from certain states. This created competition between skippers and also gave steam navigation more of a change on the river. The traditional skippers who had their ships towed upstream by teams of up to ten horses, but sailed downstream, now had to become more efficient. To this end, the horse stations were reorganized. However, from 1843 a train also ran from Antwerp to Cologne. This form of transport also posed a threat to the skipper. Moreover, the railways needed fixed bridges, meaning that a ferry or a pontoon bridge was no longer sufficient for traffic across the Rhine. This was probably the reason that small skippers gave up towing with horses around 1860 and started to use a steam tug in upstream direction. Downstream they continued sailing on the wind and current. Only at the end of the nineteenth century, after a huge process of normalization of the river, did the scale of Rhine navigation increase substantially. It made Rhine navigation competitive again against the railways. German Rhine shipowners, often connected to large German industrial companies from the Ruhr area, began a process of increasingly longer tugs, with increasingly powerful tugboats and barges with increasing loading capacity. In doing so they threatened the position of the small, independent, mostly Dutch Rhine skippers. From now on, those skippers also had to be tugged both upstream and downstream and had to purchase increasingly larger iron or steel barges. Such investments did not result in more revenue per trip but kept the trip at least somewhat rewarding enough to continue. However, to finance the investments in new barges, many Rhine skippers were forced to give up their homes on shore and take their families on board. This not only limited the costs of their household, but also allowed savings by having the wife and children do the work of the skipper's servant. In this way they stayed in business, but not without becoming impoverished.

In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities.

Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.

ABSTRACTIncorporating art into science, technology, engineering, and mathematics (STEM) courses can be an effective way to help students understand scientific concepts and think about those concepts more holistically. Additionally, art can be used to inform the public about scientific issues. To explore this topic more fully, we developed an assignment for an upper-level biology course in which students curated an art exhibition focused on the 2019 coronavirus disease, COVID-19. Working in pairs, students identified pieces of art in the College’s permanent collection that they felt related to some aspect of the pandemic. Each pair wrote a short curator’s statement and a more traditional academic essay. The works of art and the curator’s statements were displayed on campus. Visitors to the exhibition were invited to complete a short survey about the exhibition and its relevance to COVID-19. Anecdotal evidence suggests that the students enjoyed and valued the assignment. Limited data from visitors to the exhibition show that they thought the art helped them think more deeply about the pandemic. Based on these results, we conclude that the development of art exhibitions in STEM courses can benefit the students and the public.

Aquesta col·laboració té com a objectiu reflexionar sobre la ciència recreativa a l’aire lliure i les seves relacions amb l’ensenyament, la divulgació científica, el col·leccionisme o el turisme geològic. Es proposa una visió radical sobre l’experimentació científica fora de l’àmbit acadèmic, amb més varietat de tècniques, processos i materials, emfatitzant la importància de l’«objecte», sovint d’origen natural, com a motivador de la percepció, de l’observació fina i de la curiositat científica. També es considera breument l’efecte que pot tenir sobre el medi natural i es planteja la necessitat de trobar un equilibri entre pressió humana i respecte de l’entorn. Finalment, se suggereix la incorporació d’activitats de ciència recreativa en cases de colònies, hotels rurals i allotjaments a la natura i fins i tot en espais específics, com a lleure que reclama la societat del coneixement.

SUMMARY: The American Veterinary Medical Association (AVMA), preferred depopulation methods (i.e., foam, containerized gassing, and mechanical methods) can be challenging when depopulating cage and aviary commercial laying hen houses for multiple reasons. When preferred methods are not feasible or resources are unavailable, ventilation shutdown plus (VSD+) heat and/or carbon dioxide (CO2) is approved for emergency situations. Both recognized “pluses” work but can have issues as VSD+ heat typically causes a decrease in environmental humidity and can affect PVC structures, while CO2 can be a human safety concern and has procurement problem during emergencies. Steam supplies both heat and humidity, the latter hindering birds’ ability to dissipate body heat through evaporative cooling, thus expediting hyperthermia. The objective of this study was to evaluate effectiveness of VSD+ with steam as a “plus” for depopulation of laying hens in a cage-free aviary system. Approximately 1,800 Lohmann Brown hens aged 56 wk were housed in Big Dutchman Natura 60 aviaries in 4 rooms. Four VSD+ treatments were as follows: 1) control or VSD+ heat (VSD-H), 2) VSD with steam (VSD-S), 3) VSD with heat and then steam to maintain temperature and humidity (VSD-HS), and 4) VSD with steam and then heat to maintain temperature (VSD-SH). All VSD+ procedures followed AVMA depopulation guidelines for temperature and time (i.e., 40°C within 30 min). Hens were monitored via cameras for times to first and 100% mortality. After depopulation was completed mortality location within each tier of system (floor area, first tier, second tier, and third tier) were recorded. Data were analyzed in SPSS v. 28 and significance was at P < 0.05. Observed time to first mortality for VSD-H, VSD-S, VSD-HS, and VSD-SH were 82.7-min, 56.6-min, 49.6-min, and 52-min. While 100% mortality for VSD-S was 112.3-min; VSD-HS was 83.3-min; VSD-SH was 103.6-min; and VSD-H never reached 100% mortality in time limit. Mortality location revealed VSD-S and VSD-SH had more carcasses located in floor area than VSD-HS (P = 0.02); VSD-S and VSD-SH had less carcasses than VSD-HS (P = 0.02) in first tier and third tier; no differences were observed between treatments in second tier (P = 0.248). Hens in steam treatments were faster in reaching time to first and 100% mortality than hens in VSD-H (P < 0.05). Results indicated that steam alone, or in combination with forced air heat, could be recognized and used as a “plus” for VSD+ depopulation of laying hens reared in a cage-free or aviary housing system.

Creative thinking is an important skill that includes aspects of flexibility, fluency, originality and elaboration. One of the problems encountered in the field is the low creative thinking skills of students. One of the teaching materials that can help teachers overcome this problem is the innovative Student Worksheet (LKPD) with a STEAM approach through the PjBL model in circle material which has relevance to creative thinking skills. This research aims to describe the process and results of developing LKPD using the STEAM approach through the PjBL model to foster creative thinking skills in valid class VIII circle material. This research uses a research and development (R&D) approach referring to the Holistic 4D development model which is adapted to only include the define, design and develop stages. The research results show that the feasibility percentage based on the media expert's assessment is 80% and the feasibility percentage based on the material expert's assessment is 86.8%. Meanwhile, the eligibility percentage based on the results of the practitioner questionnaire was 86.7% and the eligibility percentage obtained based on the results of the user questionnaire was 86.9%. Thus, the product developed is suitable for use as teaching material that fosters students' creative thinking skills.

Some previous studies tried to improve students' understanding of the concept of the composition of functions. However, only some research results still examine efforts to increase student understanding of the concept taught online, especially by utilizing the STEAM-integrated Flip Flop learning model. Therefore, the purpose of this study is to analyze the level of effectiveness of the application of the STEAM-integrated Flip Flop model in increasing students' understanding of composition function material taught online. To answer the purpose of the study, the authors compared the model with the Flipped Learning model and the conventional learning model. The quantitative method with a pretest-posttest control group design model is employed in the present study by engaging 90 Indonesian senior high school students. This study finds that the STEAM-integrated Flip Flop model is significantly better at improving students' understanding of the composition of function concepts than conventional models. However, the same result is not found if compared with the Flipped Learning model. Though the average score of the STEAM-integrated Flip Flop model is better than the Flipped Learning model, the difference is not significant. This study also describes the related syntax of the STEAM-integrated Flip Flop model that high school math teachers can use to teach better composition functions online.

Kemampuan pemecahan masalah penting dimiliki oleh siswa sekolah dasar. Namun kemampuan ini belum menjadi tujuan pembelajaran yang harus diperhatikan dalam proses pembelajaran di kelas. Orientasi proses pembelajaran masih sebatas bagaiamana menyampaikan pengetahuan kepada siswa. Penelitian ini bertujuan untuk mengembangkan bahan ajar yang efektif dalam bentuk buku cerita interaktif berbasis STEAM dalam meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Penelitian ini dilakukan di SDN Sambirejo 148 dengan sampel 5 orang siswa kelas 3. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE. Tahapan pengembangan meliputi analisis, perancangan, pengembangan, penerapan, dan evaluasi. Penelitian dilaksanakan pada tingkat Sekolah Dasar. Hasil penelitian menunjukkan bahwa buku cerita interaktif berbasis STEAM yang dikembangkan dinyatakan memiliki tingkat kevalidan yang sangat baik berdasarkan penilaian validator. Berdasarkan uji coba, buku cerita interaktif ini juga efektif dalam meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Buku cerita interaktif ini mampu memfasilitasi cara berpikir konkrit siswa, memperkaya pengalaman belajar siswa, dan mendorong kreativitas serta imajinasi. Kesimpulan dari penelitian ini adalah buku cerita interaktif berbasis STEAM ini layak digunakan dalam meningkatkan kemampuan pemecahan masalah siswa sekolah dasar. Disarankan bagi para pendidik dan pengembang kurikulum untuk mempertimbangkan penggunaan buku cerita interaktif sebagai salah satu strategi pembelajaran yang inovatif.

Background: The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in education has been gaining traction for its holistic and integrated framework that fosters critical and reflective thinking. Previous studies have shown its effectiveness in various aspects of mathematical competencies, yet there is limited research concerning its impact on students' reflective thinking skills in statistical material. Aim: This study aims to analyze students' mathematical reflective thinking skills in statistical material, using the STEAM approach. Method: Utilizing a qualitative research design, this study engaged six twelfth-grade students from MAN 1 Karanganyar as its subjects. Data were gathered through a combination of essay-based tests focused on data interpretation tasks and comprehensive interviews. The analysis was performed through observation, interviews, testing, and data triangulation, followed by thematic data reduction. Result: The findings disclose that students exhibited varying degrees of mastery over reflective thinking in the context of tackling statistical problems. While they demonstrated competence in technical and mathematical aspects under the STEAM approach, their proficiencies were less apparent in scientific, artistic, and technological dimensions. Conclusion: The study concludes that although the STEAM approach facilitates technical and mathematical skill enhancement, it may not fully equip students with comprehensive reflective thinking skills, particularly in statistical contexts. Therefore, there is a need for a more targeted pedagogical approach to bridge these gaps and cultivate well-rounded, reflective thinkers.

Changes in the independent curriculum have made many teachers unprepared with appropriate learning innovations to be applied. With the STEAM-Based Learning Development Training activity for elementary school teachers, it is expected to be a forum for teachers to be able to plan STEAM learning that can be applied in schools. The training was attended by 40 elementary school teachers in Magetan Regency, which was held offline and online. The implementation of this training uses The Training Cycle method, which includes analysis, planning, implementation, and evaluation of training. The results of the training that have been held show that participants gain new knowledge about STEAM learning and its implementation in the independent curriculum. In addition, the trainees get a new ability to create STEAM-based teaching modules.

Purpose – Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education? Design/methodology/approach – The authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites. Findings – The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs. Originality/value – The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

Soil disinfestation with steam was evaluated as an alternative to fumigation. Following soil disinfestation, plant health has traditionally been measured using plant size and yield. Plant health can be measured in a timely manner more efficiently, more easily and non-destructively using image analysis. We hypothesized that plant health could be quantified and treatments can be differentiated using an RGB (Red, Green, Blue) image analysis program, particularly by observing the greenness of plant leaves. However, plant size or the proportion of green area could be unreliable due to plant loss and camera's position and angle. To this end, we decided to evaluate plant health by analyzing the RGB codes associated with the green color only, which detects the chlorophyll reflectance and nutrient status, noting that the degree of greenness within the green-leaf-area was not affected by the plant size. We identified five RGB codes that are commonly observed in the plant leaves and ordered them from dark green to light green. Among the five RGB codes, the relative percentage covered by the darkest green to the lightest green was significantly different between the steam and chloropicrin treatments and the control, and it was not significantly different between the steam and chloropicrin treatments. Furthermore, the result was correlated with the total yield, and the trend observed in the first year was replicated in the second year of this experiment. In this study, we demonstrate that the RGB image analysis can be used as an early marker of the treatment effect on the plant health and productivity.

Atmospheric humidity and soil moisture in the Amazon forest are tightly coupled to the region's water balance, or the difference between two moisture fluxes, evapotranspiration minus precipitation (ET-P). However, large and poorly characterized uncertainties in both fluxes, and in their difference, make it challenging to evaluate spatiotemporal variations of water balance and its dependence on ET or P. Here, we show that satellite observations of the HDO/H2O ratio of water vapor are sensitive to spatiotemporal variations of ET-P over the Amazon. When calibrated by basin-scale and mass-balance estimates of ET-P derived from terrestrial water storage and river discharge measurements, the isotopic data demonstrate that rainfall controls wet Amazon water balance variability, but ET becomes important in regulating water balance and its variability in the dry Amazon. Changes in the drivers of ET, such as above ground biomass, could therefore have a larger impact on soil moisture and humidity in the dry (southern and eastern) Amazon relative to the wet Amazon.

[Objectives] To explore the influence of different times of steaming and exposing to the sun on the fingerprint of Polygonati Rhizoma by studying the HPLC fingerprint of Polygonati Rhizoma processed products with different times of steaming and exposing to the sun, and to provide a basis for the determination of the best processing technology of Polygonati Rhizoma. [Methods] SETSAIL II AQ-C18 (5 µm x 250 mm x 4.6 mm) was used as the column, the column temperature was 30 °C, pure water (A) and acetonitrile (B) were eluted gradually, 0-10 min, B (5% -10%), 10-30 min, B (10% -35%), 30-40 min, B (35%-60%), 40-45 min, B (60%-100%), flow rate 1 mL/min, absorption wavelength 200 nm. [Results] The relative retained peak area RSDs of the common peaks in the precision, reproduc-ibility and stability tests were all less than 5%. There were 17 common peaks in the fingerprint of nine batches of samples, and the retention time of Peak 2 was basically the same as that of the reference peak of 5-HMF. Peak 4 mainly existed in the chromatogram of Sample 3 to Sample 5, peaks 5 and 11 mainly existed after Sample 3, peaks 9, 14 and 16 mainly existed after Sample 6, and peaks 12 and 17 mainly existed after Sample 4. [Conclusions] A total of 17 common peaks were obtained, and the Peak 2 was the designated peak, and the chemical components of each processed product were different. [ABSTRACT FROM AUTHOR]

This article presents the revision of the STEAM model originally proposed by Yakman, in 2008, introducing the Human variable, as an extremely important element for the model, which was defined as STEAM ∀H, where ∀H is for all Humanity. This proposal is motivated by several factors. On the one hand, the evolution of industrial design from the 19th century to present, going from designing objects focused on facilitating industrialization and focused on the user, to design focused on the human being and humanity. On the other hand, since the formulation of the STEAM model, different improvements have been proposed in the literature in order to introduce humanistic disciplines into the model, also seeking to introduce society as a fundamental element. For example, the literature has proposed the STREAM model, where R is religion, or STEAM-ED, where -ED implies an approach based on the constructivist social theory. The STEAMS model, where S is Society, has also been proposed to try to improve training in understanding society and the implications of designing for it. Initially Yakman introduces the “A” in the STEM model as the sum of different disciplines that use the word “art” in their description: Fine Arts, Physical Arts, Manual Arts and Liberal Arts. The first three disciplines are associated with the practical and also creative part, while the Liberal Arts approach various disciplines in the humanities and social areas. Yakman’s definition of STEAM was quickly accepted and assimilated by the scientific community. However, for the purposes of application, the “A” is treated fundamentally as that creative and artistic component transversal to the rest of the model, relegating humanistic and social learning to the background. In the first section of this article the redefinition of the “A” in the STEAM model is proposed, which was originally defined by Yakman, by integrating the areas of Fine Arts, Physical Arts and Manual Arts; adding ∀H, as STEAM ∀H, which integrates the Liberal Arts, defining the model as: “the learning of Science and Technology interpreted through Engineering and Art based on the language of Mathematics and taking into account the implications of Science, Technology, Engineering, Art and Math’ for all Humanity” The second section of this article proposes the implementation in detail of the STEAM ∀H model in higher education, specifically, in the first year of the Degree in Industrial Design Engineering and Product Development, where the STEAM areas represented by the subjects of Physics, Mathematics, Basic Design, Representation of Shapes, etc., must be integrated with the subject of Social Doctrine of the Church. The model has been tested in three consecutive courses. An empirical qualitative study, case study method was carried out thorugh multiple-question Likert scale questionnaries to analize the perpective and perception of the participants to the new method. The frequency of the results obtained are shown and analized at the end of the article.

The adsorption of arsenate from wastewaters was investigated by applying Mg-, Zn- or Ca-modified nut residue biochar activated by nitrogen/steam. The parameters studied were the contact time, adsorbent dose, initial arsenate concentration and solution pH. The adsorption mechanism was investigated. Various analyses of the material before and after arsenate adsorption were carried out, and experimental data were simulated by applying two isotherm models. The results indicated that the maximum removal efficiency of arsenate was 29.4% at an initial concentration of 10 mg/L. The modification of biochar by Mg, Zn or Ca oxides increased the removal rate significantly, from 49.4% at 100 mg/L As5+ up to 8%, 97% and 97%, respectively. Zn-modified biochar presented an excellent performance for both low and high As5+ concentrations. All experimental data were accurately fitted by the Freundlich isotherm model (R2 = 0.94–0.97), confirming a multilayer adsorption mechanism. For a biochar dose of 2 g/L, the maximum capacity of adsorption was enhanced after Mg-, Zn- or Ca-modification from 12.4 mg/g to 35 mg/g, 50 mg/g and 49 mg/g, respectively. The potential mechanisms of adsorption were ligand exchange, chemical complexation, surface precipitation and electron coordination.

The term STEAM (Science, Technology, Engineering, Arts and Mathematics) is associated with a promising pedagogical approach to improve the development of students at different educational stages. Degrees linked to a STEAM approach encourage real-world problem solving through the application of multidisciplinary knowledge. The objective of this research is to analyze the perception of Early Childhood and Primary to Secondary Education teachers on the existence of the gender gap among pre-university students in subjects related to STEAM degrees in Spain. Given the results obtained, it is possible to affirm that according to teachers, there is a gender gap among students in the early educational stages in topics related to STEAM careers, which can mark their future gender gap in university education. Given this scenario, it is necessary to continue researching the possible factors that influence the gender gap in these degrees to understand possible gender inequalities in the educational field. Furthermore, the need to implement educational strategies that promote gender equality in Spain from the first educational stages is highlighted.

This study examined how incorporating art into an upper-level undergraduate field-based ecology research course influenced students’ communication and collaboration skills, their career goals, and how they conceptualized the scientific method. Student pairs designed an independent research study that used artwork and a scientific research poster to disseminate their findings at an end-of-term exhibit. Students enrolled in either a local or a (subsidized) travel abroad section of the course. Students in both sections found new or deeper connections between art and science, developed a more sophisticated understanding of the science method, became more confident with their science skills, and reported an expanded perspective on their future careers (often including field work and a wider geographic job search). Science–art student teams indicated they wanted more opportunities for collaborative work in the future, and that their final products were more professional due to their collaborations, as compared to science–science teams. Additionally, the travel abroad students benefitted from experiencing new ecosystems and cultures, from working with science and art professionals from other countries, and from working in an isolated field station without distractions.

K-12 teacher professional development in STEAM (Science, Technology, Engineering, Arts, and Mathematics) is often utilized to enhance teachers’ abilities to use STEAM pedagogical methods in the classroom. One such program is GoSTEAM, a five-year initiative centered on K-12 teacher professional development in STEAM. Teachers participating in GoSTEAM collaborate on the implementation of STEAM lessons and activities with an Innovator-in-Residence, who is an individual with experience in a STEAM field, often from a local community organization or university. This study analyzes focus group findings from teachers and school administrators to assess how the partnership with the Innovator-in-Residence impacts teachers’ professional development in STEAM. The findings suggest teachers and administrators perceived there to be several impacts on teachers’ professional development as a result of the partnership, such as the development of STEAM skills and making connections between STEAM, district standards, and real-world concepts. As such, the results of this study indicate that a teacher’s professional development in STEAM can be impacted by an ongoing partnership and collaboration with community partners and those experienced in STEAM fields.