Digital Scientist 2035—An Outlook on Innovation and Education

Barbazzeni, Beatrice; Friebe, Michael

doi:10.3389/fcomp.2021.710972

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Through the construction of a complete digital platform for student management, to provide support for the scientific, efficient, and systematic development of student management, and at the same time to promote the digital construction and development of the relevant departments of vocational colleges and universities, and to lay a good foundation for the networked, digital development of vocational colleges and universities. Under the background of "Internet +", the digital development of education in vocational colleges and universities are an inevitable requirement and an important direction for educational reform and innovative development [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Research on Digital Transformation of Vocational Education in the Era of Big Data

Ning,

Zhi,

Sun

2024

Applied Mathematics and Nonlinear Sciences

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In the process of development and transformation of vocational education, it is difficult for traditional methods to carry out a digitalized and accurate description of it. Aiming at the construction of the discipline of vocational education, this paper innovates the teaching method by constructing a knowledge graph and uses TF-IDF as the keyword extraction algorithm for entity extraction. To ensure that entity words are recognized accurately, LSTM neural units are utilized to eliminate problems related to gradient vanishing and explosion. On this basis, knowledge graphs are used to integrate heterogeneous data from multiple sources to apply knowledge graphs to the recommender system to create a personalized teaching model to provide schools with a digital transformation method for vocational education. Two different vocational schools tested the model design after it was completed. The analysis of the data revealed that knowledge points experienced an average decrease in error rate of 10-20%. The error rate of knowledge points 10, 11, and 12 did not change much, but the rate of student guessing decreased to 0. The percentage of users who improved their grades in the experimental class using the system by more than 0% was 5.90% higher than that of the normal class, the percentage of those who improved by more than 5% was 5.28% higher, and the percentage of those who had great improvement was 1.90%.

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Section: Introductionmentioning

confidence: 99%

Research on Digital Transformation of Vocational Education in the Era of Big Data

Ning,

Zhi,

Sun

2024

Applied Mathematics and Nonlinear Sciences

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Design Thinking for Innovations in Healthcare

Wiedemann¹,

Friebe

2022

Novel Innovation Design for the Future of Health

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Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique

Yilmaz-Na

Sönmez

2023

Discip Interdscip Sci Educ Res

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Considering teachers’ roles in developing children’s scientific literacy in preschools, a better understanding of pre-service teachers’ conceptualizations about scientific inquiry and scientists’ practices that have an impact on the science teaching practices offered to their future students is very much needed. Stereotypes were examined here as a component or root for many of the explanations for pre-service teachers’ conceptualizations about scientists. Aligned with the interpretivist paradigm, this phenomenographic study was, mostly qualitative in nature, specifically concerned with exploring pre-service teachers’ stereotypes of scientists by using the repertory grid technique, in which they perceived and differentiated between scientists. 119 early childhood pre-service teachers were recruited. Various types of analysis were carried out to analyze the data gathered in each repertory grid. We investigated the original 66 elicited bipolar constructs into 28 aggregated bi-polar construct groupings, systematically categorized into four bi-polar categories: (1) Recognition vs. Disregarded, (2) Scientific Integrity vs. Misconduct, (3) Communal vs. Dissociation, and (4) Agentic vs. Passivity. The findings suggest that pre-service teachers had typical stereotypical traits of scientists like being introverted, intelligent loners, into experiments and masters in their field with often-unrecognizable female figures. However, there was no association between gender, grade, and stereotypes of scientists elicited in the study. These types of stereotypes of scientists might potentially threaten effective science teaching at early ages. Science education practices can be rooted in these stereotypes of pre-service teachers. Considering these findings, structural changes in science education practices in teacher education programs are very much needed. This study also seems to confirm the importance of using the repertory grid technique as a good starting point to expose especially the implicit stereotypes of pre-service teachers about “who does science”, “how scientists think” and “what scientists do” before their actual actions in future classrooms.

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Digital Scientist 2035—An Outlook on Innovation and Education

Cited by 4 publications

References 6 publications

Research on Digital Transformation of Vocational Education in the Era of Big Data

Research on Digital Transformation of Vocational Education in the Era of Big Data

Design Thinking for Innovations in Healthcare

Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique

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