Investigating Students’ Learning Through Co-designing with Technology     

Wu  Jue  Atit  Kinnari  Ramey  Kay E.  Flanagan-Hall  Grace Ann  Vondracek  Mark  Jona  Kemi  Uttal  David H. 《Journal of Science Education and Technology》2021,30(4):529-538

Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

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MOOCs: emerging research     

Kemi Jona 《Distance Education》2014,35(2):141-144

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One-arm maximal strength training improves work economy and endurance capacity but not skeletal muscle blood flow     

Kemi OJ  Rognmo O  Amundsen BH  Stordahl S  Richardson RS  Helgerud J  Hoff J 《Journal of sports sciences》2011,29(2):161-170

Maximal strength training with a focus on maximal mobilization of force in the concentric phase improves endurance performance that employs a large muscle mass. However, this has not been studied during work with a small muscle mass, which does not challenge convective oxygen supply. We therefore randomized 23 adult females with no arm-training history to either one-arm maximal strength training or a control group. The training group performed five sets of five repetitions of dynamic arm curls against a near-maximal load, 3 days a week for 8 weeks. This training increased maximal strength by 75% and improved rate of force development during both strength and endurance exercise, suggesting that each arm curl became more efficient. This coincided with a 17-18% reduction in oxygen cost at standardized submaximal workloads (work economy), and a 21% higher peak oxygen uptake and 30% higher peak load during maximal arm endurance exercise. Blood flow assessed by Doppler ultrasound in the axillary artery supplying the working biceps brachii and brachialis muscles could not explain the training-induced adaptations. These data suggest that maximal strength training improved work economy and endurance performance in the skeletal muscle, and that these effects are independent of convective oxygen supply.  相似文献   

De-Professionalization of Cataloging and Classification Practitioners in the Digital Environment: Retooling and Reskilling Issues in Academic Libraries in Nigeria     

Kemi Jummai Olayemi  Olalekan Moses Olayemi 《Cataloging & classification quarterly》2013,51(6):393-406

Abstract

This article discusses issues of de-professionalization that is fast eroding cataloging and classification practices in academic libraries in Nigeria. It focuses on the factors that led to de-professionalization, its effect on cataloging and classification practices, and the need to re-strategize by retooling and reskilling the cataloging librarian in order to continue to remain relevant in the digital environment.  相似文献   

Knowledge sharing practices among African health sciences librarians     

Olalekan Moses Olayemi  Kemi Jummai Olayemi 《Journal of the Medical Library Association》2021,109(4):624

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Defining Computational Thinking for Mathematics and Science Classrooms     

David?WeintropEmail author  Elham?Beheshti  Michael?Horn  Kai?Orton  Kemi?Jona  Laura?Trouille  Uri?Wilensky

《Journal of Science Education and Technology》2016,25(1):127-147

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.  相似文献