Deep learning practice for high school student engagement in STEM careers

Santana, Otacílio Antunes; Sousa, Barbara Alves de; Monte, Sandra Razana Silva do; Lima, Mayara Lopes de Freitas; Silva, Cainã Ferraz e

doi:10.1109/educon45650.2020.9125281

Cited by 12 publications

(11 citation statements)

References 41 publications

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“…Os professores da Educação Básica que participaram da atividade lúdica validaram o jogo como um objeto educacional, com menções acima de 9 (Figura 5), a poder ser classificado como Material Didático segundo a referência de Produção Técnica da CAPES. Isto ressalta ainda mais a importância de que o paradidatismo seja construído em formato lúdico, a potencializar o aprendizado (SANTANA et al, 2020). Fonte: Elaborado pelos Autores.…”

Section: Resultsunclassified

Ludicidade, Memória, e Aprendizagem

Franco

Santana

2021

REVISEA

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A finalidade deste trabalho foi construir uma atividade lúdica (jogo de memória) para potencialização da práxis ambiental da redução da pegada ecológica (redução da produção de resíduos sólidos domésticos per capita). O procedimento metodológico se inicia com a construção do Jogo de Memória, a qual se chama “Se Liga no Tempo”. O Jogo foi roteirizado com imagens coletadas em sites de disponibilização de imagens gratuitas e com a digitalização e hospedagem virtual por uma consultoria midiática. As principais conclusões foram: (i) o jogo foi construído e consolidado com sucesso; (ii) a performance dos jogadores e a construção do conhecimento foi potencializada a partir do jogo construído; (iii) os professores da educação básica validaram o jogo com um objeto educacional; e, após a atividade lúdica, os jogadores efetivaram a práxis ambiental, a reduzir a produção de resíduos sólidos domésticos per capita.

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Section: Resultsunclassified

Ludicidade, Memória, e Aprendizagem

Franco

Santana

2021

REVISEA

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“…1); and filmed it 360° at rest and running jumping jacks (videos 25 fps). From the videos, the center of body mass of each student was estimated by the optimized models of training to identify patterns in PoseNet and DefNet videos [35], [36] using the database that defined the concept of center of mass for the type of targeting sample group [8], [12], [13], (Fig. 2).…”

Section: Methodsmentioning

confidence: 99%

Interactive Model Tool about Center of Mass during COVID-19 Pandemic: A New Learning Path in STEM for K-12 Education

Santana

Braga

et al. 2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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the pandemic closure brings [4], [5]. This plan was a challenge to K-12 students from Public Schools: physical exercises in which the students could learn in a playful and experiential way a concept of Natural Sciences [6]. This challenge focused on building cognitive, socio-emotional, and behavioral skills, and on quality of life through the care of the physical health of educational actors [7].The chosen concept was the "center of mass" because it is a biometric, dynamic, and contextual variable linked to body movement -kinesiology [8], [9], where students could be experienced in the quarantine period ('lockdown') through physical exercises. Also, there is a significant probabilistic relationship between the more a child is physically active (spontaneous and induced sports practices), the more the child's ability to learn and solve problems (within the zone of proximal development) [10], [11].An Interactive Model ("Change your Center of Mass!") was built based on a mathematical model with the center of mass as a dependent variable and independent variables: body mass index and vertical jump, in which students and teachers could insert data, and qualify as your center of mass is: from regular (not very active physically) to excellent (in activity with high performance). And this interaction with the Model could be a motivating factor for the student to remain active during and after the pandemic.The center of mass is a hypothetical point where the whole mass converges as if all external forces were being applied at that point. The center of mass can coincide with the center of gravity when a human body is under the influence of a uniform gravitational field [8], [12], [13]. This biophysical variable is important because it is related to the student's biomechanics and biometrics, his body volume has a direct and proportional relationship with his movement, it can be quantified (e.g. body mass index on running speed) and qualified: the perceptual effort used to get out of inertia (e.g. laziness) [14].Jumping jacks is a physical exercise in which you can study and analyze the center of mass about its induced variation because it is a vertical movement in which, over time, we can verify a variation in the position of the center of mass in student (or athlete), if students are actives and change Abstract-The pandemic caused by Sars-CoV-2 resulted in a period of physical distance and school closures. This motivated us to elaborate on some physical and psychological harm reduction plan for the students. A challenge was proposed to K-12 students from Public Schools of the Recife City: physical exercises in which the students could learn playfully and experientially a concept of Natural Sciences. The chosen concept was the "center of mass" because it is a biometric, dynamic, and contextual variable linked to body movement, which could be experienced in the quarantine period. The objectives of this work were: (i) to propose a challenge through the physical exercise to K-12 students (jumping jacks), which implies the study...

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“…(Mobasher et al, 2019) Students understood neural networks, including the evaluation of their performance and the impact of training parameters. (Santana et al, 2018;Estevez et al,2019) Regarding unsupervised learning through k-means, students understood different concepts of centroid, selection of the appropriate k cluster number, cluster analysis and were able to interpret patterns of the clustering result as well as to decide when clustering should be used. (Wan et al, 2020;Mobasher et al, 2019) More than 90% (n=12) of students understood the algorithms behind k-nearest neighbors.…”

Section: Positive Findingsmentioning

confidence: 99%

“…Recently some initiatives and projects have emerged to bring AI/ML to the High School level in diverse countries (Kim et al, 2021;House of Lords, 2017), as High School students may have the ability to understand the core concepts of AI/ML (Huang et al, 2021). At this age they begin to consolidate their hypothetical-deductive thinking ability, and their cognitive process is accelerated by problem-solving in different contexts using technologies (Santana et al, 2018). In addition, developing AI/ML literacy may encourage more students to consider STEM careers and provide solid preparation for higher education and their future career (Marques et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Findings on Teaching Machine Learning in High School: A Ten - Year Systematic Literature Review

Martins¹,

Wangenheim²

2022

Informatics in Education

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Machine Learning (ML) is becoming increasingly present in our lives. Thus, it is important to introduce ML already in High School, enabling young people to become conscious users and creators of intelligent solutions. Yet, as typically ML is taught only in higher education, there is still a lack of knowledge on how to properly teach younger students. Therefore, in this systematic literature review, we analyze findings on teaching ML in High School with regard to content, pedagogical strategy, and technology. Results show that High School students were able to understand and apply basic ML concepts, algorithms and tasks. Pedagogical strategies focusing on active problem/project-based hands-on approaches were successful in engaging students and demonstrated positive learning effects. Visual as well as text-based programming environments supported students to build ML models in an effective way. Yet, the review also identified the need for more rigorous evaluations on how to teach ML.

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Deep learning practice for high school student engagement in STEM careers

Cited by 12 publications

References 41 publications

Ludicidade, Memória, e Aprendizagem

Ludicidade, Memória, e Aprendizagem

Interactive Model Tool about Center of Mass during COVID-19 Pandemic: A New Learning Path in STEM for K-12 Education

Findings on Teaching Machine Learning in High School: A Ten - Year Systematic Literature Review

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