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Selected paper from The International Conference on Science and Technology...
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Selected paper from The International Conference on Science and Technology Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 14037

Special Issue Editors

Prof. Dr. Lucas F. M. da Silva

E-Mail Website
Guest Editor
Department of Mechanical Engineering, Faculty of Engineering of the University of Porto, Rua Dr. Roberto Frias, s/n, 4200-465 Porto, Portugal
Interests: joining processes; materials design; engineering education
Special Issues, Collections and Topics in MDPI journals
Prof. António Ferreira

E-Mail Website
Guest Editor
Department of Mechanical Engineering, Faculty of Engineering of the University of Porto,Rua Dr. Roberto Frias, s/n, 4200-465 Porto, Portugal
Interests: composite structures; computing science; engineering education

Special Issue Information

Dear Colleagues,

The International Conferences on Science and Technology Education take place in Porto, Portugal, every year in October. The conference (www.fe.up.pt/ste2021) is co-chaired by António Ferreira (University of Porto, Portugal) and Lucas F. M. da Silva (University of Porto, Portugal). The focus is on education in science and technology. The conference provides an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. In order to disseminate the work presented at these conferences, selected papers were prepared, which resulted in the present volume.

Prof. Dr. Lucas F. M. da Silva
Prof. António Ferreira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • learning mechanisms
  • diversity and inclusiveness
  • learning systems
  • assessment and epistemologies

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Published Papers (4 papers)

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Research

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18 pages, 1515 KiB  
Article
The BioS4You European Project: An Innovative Way to Effectively Engage Z-Generation Students in STEM Disciplines
by Dominique Persano Adorno, Tahereh Mallahnia, Volker Koch, Ligita Zailskaitė-Jakštė, Armantas Ostreika, Aušra Urbaitytė, Vytenis Punys and Nicola Pizzolato
Educ. Sci. 2021, 11(12), 774; https://doi.org/10.3390/educsci11120774 - 30 Nov 2021
Cited by 6 | Viewed by 2672
Abstract
In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula [...] Read more.
In this contribution, we present the BioS4You project and analyse the results obtained in the first 18 months of its activity. The “Bio-Inspired STEM topics for engaging young generations” (BioS4You) Erasmus+ KA2 Innovation project aims to bridge the gap between STEM national curricula (which include Science, Technology, Engineering, and Mathematics) and the needs of Z-generation students, uninterested to basic themes, but enthusiastic in issues related to environmental, social, and health concerns. The BioS4You project engages young learners in STEM subjects, starting with current issues of interest for them, as the social and environmental impact of new technologies, connecting STEM concepts to real-world technologies that are supporting on facing environmental, social, and health current challenges. Novel fields such as Bioengineering, Bioscience, Biotechnology can be implemented into classroom teaching, integrating academic disciplines, and stimulating the academic and social growth of young people. The knowledge of new STEM contents makes the students feel an active part of the technological innovation (and not just passive users) and help them to build a better future, bringing them closer to the STEM world and enabling them to make more informed choices for their future careers. Full article
(This article belongs to the Special Issue Selected paper from The International Conference on Science and Technology Education)
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17 pages, 4853 KiB  
Article
Study and Research Paths to Improve Web-Based Inquiry Learning: Study Case of an ICT Course in Engineering
by Andreu Moreno and Elena Bartolomé
Educ. Sci. 2021, 11(12), 772; https://doi.org/10.3390/educsci11120772 - 29 Nov 2021
Cited by 4 | Viewed by 2464
Abstract
Many active, inquiry-based learning activities nowadays rely upon the students’ capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP [...] Read more.
Many active, inquiry-based learning activities nowadays rely upon the students’ capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP the search for an answer to a generating question (Q0) leads to a sequence of derived questions and answers, which are modeled using a Q–A map. We have investigated the benefits of using SRPs and Q–A maps to improve Web-based inquiry learning. We designed an SRP for a course on Information and Communication Technologies (ICT), belonging to an Engineering degree. The class-session SRPs revolved around Q0 questions such as ‘What is a «firewall»?’, ‘What are the main features of 5G?’ etc. Our results, based on the analysis of six courses conducted between 2015/16–2020/21, show that the SRP is an enriching tool for learning ICT: content expands beyond that of the traditional course and is maintained up-to-date. Students are engaged and motivated by the active-search activity. In addition, the SRP helps in improving the students’ skills in searching and selecting information on the Internet. The Q–A maps served both the students, to structure their Web inquiry, and the teacher, to monitor the learning study process. Full article
(This article belongs to the Special Issue Selected paper from The International Conference on Science and Technology Education)
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11 pages, 1140 KiB  
Article
International Student Mobility: An Empirical Study Based on FEUP Mechanical Engineering Data
by Catarina F. Castro and Manuel R. Barbosa
Educ. Sci. 2021, 11(2), 36; https://doi.org/10.3390/educsci11020036 - 21 Jan 2021
Cited by 1 | Viewed by 2127
Abstract
Students are formal learners seeking documented and recognized tertiary education. Student mobility in higher education can be inward (into a country) or outward (out of a country). Both types of mobility are educational processes offering different experiences and resulting in different outcomes. At [...] Read more.
Students are formal learners seeking documented and recognized tertiary education. Student mobility in higher education can be inward (into a country) or outward (out of a country). Both types of mobility are educational processes offering different experiences and resulting in different outcomes. At least half of MIEM (Integrated Mechanical Engineering master degree of the Faculty of Engineering of the University of Porto, Porto, Portugal) students are driven to seek different institutions and different societies outside their known environment. During the academic year 2019/20 one hundred and forty MIEM students were engaged on exchange mobility projects distributed among inward Portuguese universities and a large number of outward European and non-European programs. This report focuses on MIEM student exchange aiming to share collected data based on numbers and experiences. A developed questionnaire addressing exchange mobility benefits on student educational progression as well as on the foreseen future career was handled to all 2019/20 mobility students and the collected data are reported here. Results of the survey show that 90% of the responding students consider that the engaged exchange program will turn into a positive influence on their career and a short 10% did not appreciate the mobility experience. Full article
(This article belongs to the Special Issue Selected paper from The International Conference on Science and Technology Education)
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Other

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20 pages, 1272 KiB  
Case Report
Grasp the Challenge of Digital Transition in SMEs—A Training Course Geared towards Decision-Makers
by Américo Azevedo and António Henrique Almeida
Educ. Sci. 2021, 11(4), 151; https://doi.org/10.3390/educsci11040151 - 29 Mar 2021
Cited by 29 | Viewed by 5829
Abstract
Small and medium-sized enterprises (SMEs) in Europe risk their competitiveness if they fail to embrace digitalization. Indeed, SMEs are aware of the need to digitalize—more than one in two SMEs are concerned that they may lose competitiveness if they do not adopt new [...] Read more.
Small and medium-sized enterprises (SMEs) in Europe risk their competitiveness if they fail to embrace digitalization. Indeed, SMEs are aware of the need to digitalize—more than one in two SMEs are concerned that they may lose competitiveness if they do not adopt new digital technologies. However, a key obstacle is related with decision-makers’ lack of awareness concerning digital technologies potential and implications. Some decision-makers renounce digital transition simply because they do not understand how it can be incorporated into the business. Take into account this common reality, especially among SMEs, this research project intends to identify the skills and subjects that need to be addressed and suggests the educational methodology and implementation strategy capable of maximizing its success. Therefore, and supported by a focused group research methodology, an innovative training program, oriented to decision-makers, was designed and implemented. The program was conceived based on a self-directed learning methodology, combining both asynchronous lecture/expositive and active training methodologies, strongly based on state-of-the-art knowledge and supported by reference cases and real applications. It is intended that the trainees/participants become familiar with a comprehensive set of concepts, principles, methodologies, and tools, capable of significantly enhancing decision-making capability at both strategic and tactical level. The proposed programme with a multidisciplinary scope explores different thematic chapters (self-contained) as well as cross-cutting thematic disciplines, oriented to the Industry 4.0 and digital transformation paradigm. Topics related with Digital Maturity Assessment, Smart Factories and Flexible Production Systems, Big Data, and Artificial Intelligence for Smarter Decision-Making in Industry and Smart Materials and Products, as well as new production processes for new business models. Each thematic chapter in turn is structured around a variable set of elementary modules and includes examples and case studies to illustrate the selected topics. A teaching-learning methodology centered on an online platform is proposed, having as a central element, a collection of videos complemented by a set of handouts that organize the set of key messages and take-ways associated with each module. In this paper, we present the design and practice of this training course specifically oriented to decision-makers in SME. Full article
(This article belongs to the Special Issue Selected paper from The International Conference on Science and Technology Education)
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