Modular Science Kit as a support platform for STEM learning in primary and secondary school

Rogosic, Renato; Heidt, Benjamin; Passariello-Jansen, Juliette; Björnör, Saga; Bonni, Silvio; Dimech, David; Arreguin-Campos, Rocio; Lowdon, Joseph W.; Monroy, Kathia L. Jiménez; Caldara, Manlio; Eersels, Kasper; Grinsven, Bart van; Cleij, Thomas J.; Diliën, Hanne

doi:10.1021/acs.jchemed.0c01115

Cited by 10 publications

(5 citation statements)

References 17 publications

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“…We demonstrated a novel method for the creation of topographical microfluidic channels and gave several demonstrations of how the newly possible form factors of the devices can be applied to create microfluidic structures for biosensing applications. The possible applications span a wide range of different fields, for instance, creating devices for healthcare, food safety and even education [31].…”

Section: Discussionmentioning

confidence: 99%

Topographical Vacuum Sealing of 3D-Printed Multiplanar Microfluidic Structures

et al. 2021

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We demonstrate a novel way of creating three-dimensional microfluidic channels capable of following complex topographies. To this end, substrates with open channels and different geometries were 3D-printed, and the open channels were consecutively closed with a thermoplastic using a low-resolution vacuum-forming approach. This process allows the sealing of channels that are located on the surface of complex multiplanar topographies, as the thermoplastic aligns with the surface-shape (the macrostructure) of the substrate, while the microchannels remain mostly free of thermoplastic as their small channel size resists thermoplastic inflow. This new process was analyzed for its capability to consistently close different substrate geometries, which showed reliable sealing of angles >90°. Furthermore, the thermoplastic intrusion into channels of different widths was quantified, showing a linear effect of channel width and percentage of thermoplastic intrusion; ranging from 43.76% for large channels with 2 mm width to only 5.33% for channels with 500 µm channel width. The challenging sealing of substrate ‘valleys’, which are created when two large protrusions are adjacent to each other, was investigated and the correlation between protrusion distance and height is shown. Lastly, we present three application examples: a serpentine mixer with channels spun around a cuboid, increasing the usable surface area; a cuvette-inspired flow cell for a 2-MXP biosensor based on molecular imprinted polymers, fitting inside a standard UV/Vis-Spectrophotometer; and an adapter system that can be manufactured by one-sided injection molding and is self-sealed before usage. These examples demonstrate how this novel technology can be used to easily adapt microfluidic circuits for application in biosensor platforms.

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Section: Discussionmentioning

confidence: 99%

Topographical Vacuum Sealing of 3D-Printed Multiplanar Microfluidic Structures

et al. 2021

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“…Furthermore, as part of the IPA learning process using the STEM-PjBL model, ethnosaints with local wisdom must be empowered ( Woro Sumarni, 2018;Kholifatu et al, 2020;Azalia et al, 2020;Safitri et al, 2020). This integration can be applied through textbooks (Azalia et al, 2020), modules (Putra & Aslan, 2020), media (Ahmad Habib, I Made Astra, 2020), and other teaching tools (Muskania & Wilujeng, 2017;Rogosic et al, 2021) ensuring that students are ready for a future life that will require skills but still have local cultural insights that will form a scientific generation that masters the skills of the 21 This study supports Texley's assertion that children should have access to STEM books (Texley & Ruud, 2018). This is done to help the student become a complete scientist with a literary soul and character as well as a nationalist.…”

Section: Related Research'smentioning

confidence: 99%

STEM-PjBL learning incorporates local knowledge to improve science literacy

Muskania

Maksum

Astra

2023

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Integrating local knowledge into the STEM (science, technology, engineering, and mathematics) learning process through PjBL (project-based learning) can help learners develop themselves as a whole that is oriented toward adequate science literacy skills. The study aims to examine the effectiveness of STEM-PjBL learning using BAJARDI (digital IPA teaching materials) to improve the science literacy of learners. This is a quasi-experimental study with two groups of control experiments. Experimental classes use BAJARDI in the STEM-PjBL learning process, while control classes use conventional learning models. The research sample consisted of 120 students from a Class IV elementary school. The sample technique used is a random sampling. Scientific literacy test instruments are used to collect data. The validity of an instrument is determined by the Aiken index, while the reliability of the instrument is measured by the alpha Cronbach coefficient. Independent-Samples T The information is analyzed using test and quantitative descriptive statistics. This research identified a substantial difference in the average value of science literacy between the experimental and control groups (sig =. 00). The results of this research indicate that STEM-PjBL learning with BAJARDI is extremely effective in improving student science literacy. Keywords: STEM, Project based learning, local knowledge, scientific literacy.

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“…Dessa forma, incentiva o interesse dos estudantes em assuntos relacionados aos conteúdos STEM, em uma idade mais jovem, tornando mais fácil o interesse e exploração desses assuntos fora da sala de aula, promovendo assim o interesse nas ciências em carreiras futuras. Segundo Rogosic et al (2021), os efeitos da introdução de novos métodos de ensino mais envolventes e divertidos para os alunos do ensino fundamental apresentaram melhores resultados de aprendizagem, aumentar a colaboração e o engajamento das turmas onde tais métodos foram implementados…”

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Stem Education: Definições Do Termo E Sua Abordagem No Ensino De Química

Lima dos Anjos,

Câmara Pízzato

2023

ENCITEC

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Para um melhor entendimento sobre os conteúdos de química e sua relação com o cotidiano dos estudantes, devem ser propostas situações em que as aulas ministradas estejam ligadas a situações do mundo real, resolvendo qualquer problema do dia a dia. STEM Education busca quebrar a barreira entre conteúdos disciplinares, fazendo com que os conceitos apresentados na disciplina sejam colocados em prática, promovendo aos estudantes um estudo mais amplo e dinâmico. Este trabalho busca apresentar uma definição conceitual sobre o termo “STEM” e sua relação com o ensino de química. Foi realizado uma pesquisa bibliográfica utilizando os termos “STEM” e “Chemical education”, no período de março (2020) a dezembro de 2021, no Portal de Periódicos da Capes, no Educational Resources Information Center (ERIC) e também no periódico Journal of Chemical Education. Dos 609 (seiscentos e nove) artigos encontrados na busca, somente 20 (vinte) foram selecionados para categorização e análise. Através das análises feitas nos artigos em relação a definição do termo STEM, foi possível constatar que o mesmo pode sofrer alterações dependendo do nível de ensino onde é aplicado. O uso de STEM no ensino de química, quer seja segundo qualquer uma das concepções do termo, monstra que o pode professor trabalhar de uma forma individual desde que se relacione a tecnologia ou engenharia aos conteúdos básicos de química.

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Modular Science Kit as a support platform for STEM learning in primary and secondary school

Cited by 10 publications

References 17 publications

Topographical Vacuum Sealing of 3D-Printed Multiplanar Microfluidic Structures

Topographical Vacuum Sealing of 3D-Printed Multiplanar Microfluidic Structures

STEM-PjBL learning incorporates local knowledge to improve science literacy

Stem Education: Definições Do Termo E Sua Abordagem No Ensino De Química

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