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This study was conducted to develop a heat pump system to utilize waste heat within the greenhouse during the daytime in winter season. The system runs at 8 am to 6 pm for the heat storage operation, and from 6 pm to 8 am of the next day for the heat radiant work. In the case of the heat storage operation, the average solar radiation was with outside temperature. The of the system shows 4.59 in this operation mode. When the temperature goes up to , the system reached at 5.10. On the other hand, the of the system in heat radiation mode shows 2.63. In this case, the inside of the greenhouse temperature was reaches at when the outside temperature was .

The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The effect was greatest on process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogy, educational levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learners' educational levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to understand how these variables may interact to contribute to overall CSCL effectiveness.

The goal of this paper is to report on the preliminary findings about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. A statistical meta-analysis was conducted to synthesize research findings published from 2005 and 2014. A preliminary findings based on 198 outcomes from 80 studies indicated an overall effect size of .53, a moderate but nonetheless impressive effect size in educational research. Although not all significant, effects of CSCL varied across a number of moderator variables such as types of technology, learner levels, and study settings. The analyses are ongoing, but the findings clearly demonstrate the benefit of CSCL in STEM education. Further examinations are underway in order to understand the conditions under which CSCL is most effective.