Industry 4.0 and Science Education

Abstract

Industry 4.0 and its applications are one of the most important issues of countries that want to keep their competitiveness in the field of scientific, technological and innovation in today's world. The Countries that are not able to adapt to Industry 4.0 processes will not be able to develop scientifically and technologically or keep up with current innovation processes. One of the aims of this paper is to explain the concept of industry 4.0 to our readers in a comprehensible manner and to show how much science education is actually related to industry 4.0. In a general sense, Industry 4.0 or in other words, the 4th Industrial Revolution is an expression that includes many modern automation processes, large databases that communicate with each other, robotic devices and dark factories, in short, quality production technologies. In addition, Industry 4.0 includes modern technologies such as additive manufacturing, autonomous robots, big data, artificial intelligence, augmented reality, system integration, internet of things, cybersecurity, cloud computing, machine learning, deep learning etc. These technologies play an important role especially in the formation of new smart factories.

Intelligent Biosensors Promise Smarter Solutions in Food Safety 4.0

“…The biosensing system on the index finger can be used for the on-site detection of organophosphate nerve agents by swiping, and the results can be transmitted in real time to a smartphone device via wireless data. ⃝ the wearable RFID scanner reads the temperature data sent from the implanted biosensor; 2 ⃝ the transmitted temperature data sent from each scanner are collected by the central LoRa Hub; 3 ⃝ a single temperature data string formed by the hub is sent to the cloud server (at fixed intervals); 4 ⃝ the temperature data are plotted (and can thus be visualized by any personal computing devices), adapted with permission from [50], copyright 2023, Elsevier.…”

“…Industry 4.0 embodies advanced production technologies, incorporating contemporary elements such as big data, artificial intelligence, the Internet of Things (IoT), machine learning, deep learning, cloud computing, system integration, and smart sensors. These technologies are instrumental in collecting, storing, analyzing, and utilizing extensive datasets within the agricultural and food industries [4,5]. The convergence of Foods 2024, 13, 235 2 of 19 Industry 4.0 with agriculture is poised to catalyze the fourth agricultural revolution, exerting a profound influence on production-centric models, processes, and supply chains inherent in the agricultural sector.…”

“…Schematic of IOT−based intelligent biosensor. (A) A schematic view of the proposed intelligent biosensor: 1⃝ Electrochemical nitrate biosensing unit; 2 ⃝ Signal processing unit and wireless data transfer;3 ⃝ Decision making unit; 4 ⃝ Sharing the results through an Internet of Thingsbased cloud server, adapted with permission from[49], copyright 2023, Elsevier (B) A schematic of the method tested:1 ⃝ the wearable RFID scanner reads the temperature data sent from the implanted biosensor;2 ⃝ the transmitted temperature data sent from each scanner are collected by the central LoRa Hub;3 ⃝ a single temperature data string formed by the hub is sent to the cloud server (at fixed intervals);4 ⃝ the temperature data are plotted (and can thus be visualized by any personal computing devices), adapted with permission from[50], copyright 2023, Elsevier.…”

Integration and Use of Contemporary Technologies in Stem Education

“…It can also be expected that school aids will be interactive in the future; that computers and other smart devices will become an indispensable part of every classroom; and that teachers will become lesson moderators (tutors), who will only guide students to acquire relevant skills and knowledge on their own. In addition, information and knowledge will be available to students immediately (Aberšek, 2018;Zakrajšek, 2016).…”

“…Unless appropriate action is taken now, there will be many people faced with difficulty in finding a job that requires any kind of specific knowledge. From this point of view, radical changes in science education are inevitable (Cavas, 2019).…”