#stem-education — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #stem-education, aggregated by home.social.
-
DATE: July 15, 2026 at 06:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Study finds societal affluence is linked to wider gender gaps in STEM graduation
As countries become wealthier, the gender gap in Science, Technology, Engineering, and Mathematics (STEM) graduation tends to grow larger. This finding was published in Sex Roles.
Women are underrepresented in many STEM fields around the world, and one influential explanation for this pattern has been the Gender-Equality Paradox, which proposes that gender differences in STEM are actually larger in more gender-equal societies.
More recent research has questioned whether this pattern actually reflects gender equality itself. Instead, it may arise because more gender-equal countries also tend to be wealthier and share other historical and cultural characteristics. These criticisms have prompted researchers to reconsider whether societal affluence, rather than gender equality, may play a more direct role in shaping educational choices.
Wilfred Uunk and Mingming Li examined whether changes in a country’s level of economic prosperity are associated with changes in the gender gap in STEM graduation over time. Rather than relying on comparisons between countries at a single point in time, they investigated whether increases in national wealth within the same country predicted changes in men’s and women’s likelihood of graduating from STEM programs.
The researchers conducted a large-scale longitudinal analysis using publicly available national education data. They analyzed UNESCO records covering 113 countries over a 25-year period (1999-2023). After excluding countries with incomplete or inconsistent educational records, the final dataset consisted of 1,124 country-year observations, with the longitudinal analyses including 1,013 country-years after applying a four-year lag between national economic conditions and graduation outcomes. The researchers measured societal affluence using World Bank estimates of gross domestic product (GDP) per capita adjusted for purchasing power parity.
The researchers calculated the odds that women and men graduated in STEM rather than non-STEM fields. STEM included engineering, information and communication technology (ICT), and natural sciences, while non-STEM included fields such as business, education, health, humanities, agriculture, services, and social sciences. They also examined individual STEM disciplines separately and compared emerging and advanced economies.
To isolate the effects of changing economic conditions, the analyses accounted for stable country characteristics and overall historical trends, allowing the researchers to determine whether increases in national affluence within countries predicted subsequent changes in STEM graduation patterns.
Uunk and Li found that increases in societal affluence were associated with larger gender gaps in STEM graduation. As countries became wealthier over time, men became increasingly more likely than women to graduate from STEM programs. This relationship was observed both in cross-sectional comparisons between countries and in longitudinal analyses following changes within countries across many years.
Notably, this association was observed in both emerging and advanced economies, suggesting that the pattern is not limited to highly developed countries.
The findings also challenged several existing theories about why these patterns occur. Although the researchers expected wealthier societies might reduce women’s participation in STEM, the stronger effect actually came from increases in men’s STEM graduation rather than substantial declines among women. The size of the association also differed across fields of study, with the strongest effects appearing in engineering and ICT, while natural sciences showed much weaker relationships.
Additional robustness analyses using different statistical specifications, alternative time lags, broader definitions of STEM, and controls for national gender equality all produced similar overall conclusions, strengthening confidence in these findings.
These results are based on national aggregate graduation data rather than individual-level decisions, meaning the analyses cannot directly identify the personal psychological or social mechanisms that lead individuals to choose particular fields of study. As well, graduation patterns cannot fully distinguish whether economic conditions primarily influence students’ initial choice of major, their persistence in those programs, or both.
Overall, the findings suggest that growing societal affluence is linked to wider gender differences in STEM graduation across the world, highlighting economic prosperity as an important factor in understanding this persistent gender gap.
The research, “Does Societal Affluence Increase the Gender Gap in STEM Graduation? A Longitudinal Assessment,” was authored by Wilfred Uunk and Mingming Li.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #STEMgendergap #SocietalAffluence #GenderGapInSTEM #STEMeducation #WomenInSTEM #STEMGraduation #EngineeringICT #NaturalSciences #GenderEqualityParadox #GlobalEducationTrends
-
DATE: July 15, 2026 at 06:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Study finds societal affluence is linked to wider gender gaps in STEM graduation
As countries become wealthier, the gender gap in Science, Technology, Engineering, and Mathematics (STEM) graduation tends to grow larger. This finding was published in Sex Roles.
Women are underrepresented in many STEM fields around the world, and one influential explanation for this pattern has been the Gender-Equality Paradox, which proposes that gender differences in STEM are actually larger in more gender-equal societies.
More recent research has questioned whether this pattern actually reflects gender equality itself. Instead, it may arise because more gender-equal countries also tend to be wealthier and share other historical and cultural characteristics. These criticisms have prompted researchers to reconsider whether societal affluence, rather than gender equality, may play a more direct role in shaping educational choices.
Wilfred Uunk and Mingming Li examined whether changes in a country’s level of economic prosperity are associated with changes in the gender gap in STEM graduation over time. Rather than relying on comparisons between countries at a single point in time, they investigated whether increases in national wealth within the same country predicted changes in men’s and women’s likelihood of graduating from STEM programs.
The researchers conducted a large-scale longitudinal analysis using publicly available national education data. They analyzed UNESCO records covering 113 countries over a 25-year period (1999-2023). After excluding countries with incomplete or inconsistent educational records, the final dataset consisted of 1,124 country-year observations, with the longitudinal analyses including 1,013 country-years after applying a four-year lag between national economic conditions and graduation outcomes. The researchers measured societal affluence using World Bank estimates of gross domestic product (GDP) per capita adjusted for purchasing power parity.
The researchers calculated the odds that women and men graduated in STEM rather than non-STEM fields. STEM included engineering, information and communication technology (ICT), and natural sciences, while non-STEM included fields such as business, education, health, humanities, agriculture, services, and social sciences. They also examined individual STEM disciplines separately and compared emerging and advanced economies.
To isolate the effects of changing economic conditions, the analyses accounted for stable country characteristics and overall historical trends, allowing the researchers to determine whether increases in national affluence within countries predicted subsequent changes in STEM graduation patterns.
Uunk and Li found that increases in societal affluence were associated with larger gender gaps in STEM graduation. As countries became wealthier over time, men became increasingly more likely than women to graduate from STEM programs. This relationship was observed both in cross-sectional comparisons between countries and in longitudinal analyses following changes within countries across many years.
Notably, this association was observed in both emerging and advanced economies, suggesting that the pattern is not limited to highly developed countries.
The findings also challenged several existing theories about why these patterns occur. Although the researchers expected wealthier societies might reduce women’s participation in STEM, the stronger effect actually came from increases in men’s STEM graduation rather than substantial declines among women. The size of the association also differed across fields of study, with the strongest effects appearing in engineering and ICT, while natural sciences showed much weaker relationships.
Additional robustness analyses using different statistical specifications, alternative time lags, broader definitions of STEM, and controls for national gender equality all produced similar overall conclusions, strengthening confidence in these findings.
These results are based on national aggregate graduation data rather than individual-level decisions, meaning the analyses cannot directly identify the personal psychological or social mechanisms that lead individuals to choose particular fields of study. As well, graduation patterns cannot fully distinguish whether economic conditions primarily influence students’ initial choice of major, their persistence in those programs, or both.
Overall, the findings suggest that growing societal affluence is linked to wider gender differences in STEM graduation across the world, highlighting economic prosperity as an important factor in understanding this persistent gender gap.
The research, “Does Societal Affluence Increase the Gender Gap in STEM Graduation? A Longitudinal Assessment,” was authored by Wilfred Uunk and Mingming Li.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #STEMgendergap #SocietalAffluence #GenderGapInSTEM #STEMeducation #WomenInSTEM #STEMGraduation #EngineeringICT #NaturalSciences #GenderEqualityParadox #GlobalEducationTrends
-
DATE: July 10, 2026 at 10:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: A student’s “K-factor” predicts university GPA beyond SAT scores and personality
A new study published in Evolutionary Psychological Science reports that students who scored higher on the K-factor tended to have higher university GPAs, even after accounting for SAT scores, personality traits, and parent education.
Although standardized test scores, personality traits, motivation, study habits, and self-regulation are already known to predict university performance, researchers are still interested in identifying additional psychological factors that help explain why some students do better than others.
This research focuses on one such factor: the K-factor, a psychometric measure rooted in life history theory. Broadly, life history theory asks how people allocate limited time and energy across competing demands, such as learning, health, relationships, planning for the future, and immediate rewards. In this context, the K-factor is treated as a marker of a more future-oriented, socially connected, and long-term strategy, which could plausibly support academic success.
Tyler L. Minnigh and colleagues examined whether the K-factor predicts university GPA above and beyond better-established predictors, including SAT scores, Big Five personality traits, broader personality composites, and parent education. While many studies have examined intelligence and personality as predictors of academic achievement, no prior work has directly tested whether a psychometric life history measure predicts university academic performance.
The authors therefore asked whether the K-factor captures a meaningful non-cognitive ingredient of academic success, especially traits related to planning, self-regulation, social support, and investment in long-term goals.
The study included a sample of 272 undergraduate students from Introduction to Psychology courses at a large Southwestern research university. Participants were eligible if they had SAT scores and spoke English as their primary language. Their official SAT scores and cumulative university GPAs were obtained from university records.
Participants completed the 120-item IPIP-NEO personality scale, which measured the Big Five traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism. They also completed the 20-item Mini-K scale, which measured the K-factor, and demographic questions about sex, race/ethnicity, and parents’ highest education levels. The researchers also calculated SAT total scores, math-verbal ability tilt, a general factor of personality, and a stability-plasticity personality tilt.
Higher Mini-K scores were weakly but significantly associated with higher GPA, suggesting that students who reported more future-oriented, socially connected, and long-term life-history traits tended to perform somewhat better academically. SAT scores were also positively related to GPA, but parent education did not significantly predict GPA once SAT scores and Mini-K scores were considered together.
Higher Mini-K scores were related to higher conscientiousness, extraversion, and agreeableness, lower neuroticism, and no meaningful relationship with openness. Importantly, Mini-K scores still predicted GPA after accounting for the Big Five traits, including conscientiousness, one of the most established personality predictors of academic performance. In the most detailed model, stability-plasticity personality tilt also predicted GPA, with students who leaned more toward stability than plasticity showing higher grades, but Mini-K scores still explained a modest amount of unique variation.
Of note is that the study relied on the Mini-K as the only measure of life history strategy rather than a longer and broader measure. As well, the design was cross-sectional, with personality and Mini-K scores collected around the same time as GPA. Thus, while findings show that the K-factor is associated with academic performance, they cannot establish whether it predicts later academic success over time.
The study, “The K-factor Predicts University Academic Performance,” was authored by Tyler L. Minnigh, Michael A. Woodley of Menie, Stephanie M. Witherell, and Thomas R. Coyle.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #Kfactor #LifeHistoryTheory #UniversityGPAPrediction #MiniK #AcademicPerformance #Conscientiousness #STEMEducation #SATvsGPA #FutureOriented #SocialConnection
-
DATE: July 10, 2026 at 10:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: A student’s “K-factor” predicts university GPA beyond SAT scores and personality
A new study published in Evolutionary Psychological Science reports that students who scored higher on the K-factor tended to have higher university GPAs, even after accounting for SAT scores, personality traits, and parent education.
Although standardized test scores, personality traits, motivation, study habits, and self-regulation are already known to predict university performance, researchers are still interested in identifying additional psychological factors that help explain why some students do better than others.
This research focuses on one such factor: the K-factor, a psychometric measure rooted in life history theory. Broadly, life history theory asks how people allocate limited time and energy across competing demands, such as learning, health, relationships, planning for the future, and immediate rewards. In this context, the K-factor is treated as a marker of a more future-oriented, socially connected, and long-term strategy, which could plausibly support academic success.
Tyler L. Minnigh and colleagues examined whether the K-factor predicts university GPA above and beyond better-established predictors, including SAT scores, Big Five personality traits, broader personality composites, and parent education. While many studies have examined intelligence and personality as predictors of academic achievement, no prior work has directly tested whether a psychometric life history measure predicts university academic performance.
The authors therefore asked whether the K-factor captures a meaningful non-cognitive ingredient of academic success, especially traits related to planning, self-regulation, social support, and investment in long-term goals.
The study included a sample of 272 undergraduate students from Introduction to Psychology courses at a large Southwestern research university. Participants were eligible if they had SAT scores and spoke English as their primary language. Their official SAT scores and cumulative university GPAs were obtained from university records.
Participants completed the 120-item IPIP-NEO personality scale, which measured the Big Five traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism. They also completed the 20-item Mini-K scale, which measured the K-factor, and demographic questions about sex, race/ethnicity, and parents’ highest education levels. The researchers also calculated SAT total scores, math-verbal ability tilt, a general factor of personality, and a stability-plasticity personality tilt.
Higher Mini-K scores were weakly but significantly associated with higher GPA, suggesting that students who reported more future-oriented, socially connected, and long-term life-history traits tended to perform somewhat better academically. SAT scores were also positively related to GPA, but parent education did not significantly predict GPA once SAT scores and Mini-K scores were considered together.
Higher Mini-K scores were related to higher conscientiousness, extraversion, and agreeableness, lower neuroticism, and no meaningful relationship with openness. Importantly, Mini-K scores still predicted GPA after accounting for the Big Five traits, including conscientiousness, one of the most established personality predictors of academic performance. In the most detailed model, stability-plasticity personality tilt also predicted GPA, with students who leaned more toward stability than plasticity showing higher grades, but Mini-K scores still explained a modest amount of unique variation.
Of note is that the study relied on the Mini-K as the only measure of life history strategy rather than a longer and broader measure. As well, the design was cross-sectional, with personality and Mini-K scores collected around the same time as GPA. Thus, while findings show that the K-factor is associated with academic performance, they cannot establish whether it predicts later academic success over time.
The study, “The K-factor Predicts University Academic Performance,” was authored by Tyler L. Minnigh, Michael A. Woodley of Menie, Stephanie M. Witherell, and Thomas R. Coyle.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #Kfactor #LifeHistoryTheory #UniversityGPAPrediction #MiniK #AcademicPerformance #Conscientiousness #STEMEducation #SATvsGPA #FutureOriented #SocialConnection
-
This is probably the coolest DIY robot you can make by simply connecting a motor to a battery. No sensors, no Arduino, no soldering, no coding, etc.—just pure mechanics made from cardboard. I use this DIY project to teach kids the creative use of technology.
Visit my website for more: https://www.voltpaperscissors.com/lazychameleons
#robots #stem #fediLZ #diy #diy_electronics #mint #stemeducation #papercircuit #papercraft #robotics
-
This is probably the coolest DIY robot you can make by simply connecting a motor to a battery. No sensors, no Arduino, no soldering, no coding, etc.—just pure mechanics made from cardboard. I use this DIY project to teach kids the creative use of technology.
Visit my website for more: https://www.voltpaperscissors.com/lazychameleons
#robots #stem #fediLZ #diy #diy_electronics #mint #stemeducation #papercircuit #papercraft #robotics
-
Trenino STEM pensato, progetto, creato da una mia studentessa (alla faccia che l'ingegneria è roba per maschiacci).
Lei ha fatto tutto con tubi di plastica ma, se siete poveri, potete usare un rotolo per la carta da cucina e due rotoli di carta igienica. -
The Impact of Active Learning on Student Course Performance in STEM Varies by Type and Intensity: A Meta-Analysis https://www.mdpi.com/2227-7102/16/7/1044
"active learning’s impact on low-income and underrepresented minority students showed that achievement gaps in both exam scores and failure rates only closed in course designs where more than 66% of class time was spent in active learning"
#ActiveLearning #Teaching #STEMeducation #EdDev -
The Impact of Active Learning on Student Course Performance in STEM Varies by Type and Intensity: A Meta-Analysis https://www.mdpi.com/2227-7102/16/7/1044
"active learning’s impact on low-income and underrepresented minority students showed that achievement gaps in both exam scores and failure rates only closed in course designs where more than 66% of class time was spent in active learning"
#ActiveLearning #Teaching #STEMeducation #EdDev -
Inspire curiosity and hands on learning with a portable digital microscope made for young explorers
#STEMEducation #KidsLearning
#Science -
Inspire curiosity and hands on learning with a portable digital microscope made for young explorers
#STEMEducation #KidsLearning
#Science -
Noether’s Theorem: Symmetry→Conservation Law.
Symmetries of the action imply conserved quantities per Noether's theorem.
A path q(t) is shifted by δq = φ but smoothed in transition layers τ wide at t0 and t1, where Δq̇ ≈ φ/τ. Action changes there approximate ΔS ≈ (∂L/∂q̇) Δq̇ τ ≈ −(∂L/∂q̇ φ)(t1) and ≈ +(∂L/∂q̇ φ)(t0).
Symmetry sets total ΔS = 0, hence (∂L/∂q̇ φ) is conserved from t0 to t1.Momentum conservation's derivation from space translation symmetry and energy conservation from time translation symmetry in mechanics and physics is done by it.
#NoethersTheorem #Physics #TheoreticalPhysics #ClassicalMechanics #AnalyticalMechanics #LagrangianMechanics #Symmetry #ConservationLaws #ActionPrinciple #CalculusOfVariations #Mathematics #STEM #Science #PhysicsEducation #LearnPhysics #QuantumPhysics #FieldTheory #GeneralizedCoordinates #MomentumConservation #EnergyConservation #AngularMomentum #TheoreticalScience #PhysicsNotes #Infographic #ScienceCommunication #EducationalContent #EMNoether #MathPhysics #PhysicsStudents #STEMEducation
-
Noether’s Theorem: Symmetry→Conservation Law.
Symmetries of the action imply conserved quantities per Noether's theorem.
A path q(t) is shifted by δq = φ but smoothed in transition layers τ wide at t0 and t1, where Δq̇ ≈ φ/τ. Action changes there approximate ΔS ≈ (∂L/∂q̇) Δq̇ τ ≈ −(∂L/∂q̇ φ)(t1) and ≈ +(∂L/∂q̇ φ)(t0).
Symmetry sets total ΔS = 0, hence (∂L/∂q̇ φ) is conserved from t0 to t1.Momentum conservation's derivation from space translation symmetry and energy conservation from time translation symmetry in mechanics and physics is done by it.
#NoethersTheorem #Physics #TheoreticalPhysics #ClassicalMechanics #AnalyticalMechanics #LagrangianMechanics #Symmetry #ConservationLaws #ActionPrinciple #CalculusOfVariations #Mathematics #STEM #Science #PhysicsEducation #LearnPhysics #QuantumPhysics #FieldTheory #GeneralizedCoordinates #MomentumConservation #EnergyConservation #AngularMomentum #TheoreticalScience #PhysicsNotes #Infographic #ScienceCommunication #EducationalContent #EMNoether #MathPhysics #PhysicsStudents #STEMEducation
-
Active Learning Through Flexible Collaborative Exams: Improving STEM Assessments https://arxiv.org/abs/2502.01994
&
Two-Stage Final Exams: An Assessment Strategy for Enhanced Collaborative Learning and Reduced Student Stress https://www.tandfonline.com/doi/full/10.1080/0047231X.2026.2620442
#STEMeducation #Teaching #EdDev -
Active Learning Through Flexible Collaborative Exams: Improving STEM Assessments https://arxiv.org/abs/2502.01994
&
Two-Stage Final Exams: An Assessment Strategy for Enhanced Collaborative Learning and Reduced Student Stress https://www.tandfonline.com/doi/full/10.1080/0047231X.2026.2620442
#STEMeducation #Teaching #EdDev -
It's teacher Tuesday!!
Happy first Tuesday of summer vacation to all of my Ontario teacher friends – I hope you have a relaxing and restful summer break! ☀️🍹
Are you going to be teaching microcontroller programming in September? Check out my beginner curriculum: https://docs.google.com/document/d/1Das4E6nijXZ-mP2Ikqn5dJvDbbGIyy0oLm7_AzW3-Ww/edit?usp=sharing
-
It's teacher Tuesday!!
Happy first Tuesday of summer vacation to all of my Ontario teacher friends – I hope you have a relaxing and restful summer break! ☀️🍹
Are you going to be teaching microcontroller programming in September? Check out my beginner curriculum: https://docs.google.com/document/d/1Das4E6nijXZ-mP2Ikqn5dJvDbbGIyy0oLm7_AzW3-Ww/edit?usp=sharing
-
Space Shuttle Endeavour's 20-story vertical display
https://californiasciencecenter.org/about-us/samuel-oschin-air-and-space-center/go-for-stack
#HackerNews #SpaceShuttle #Endeavour #VerticalDisplay #CaliforniaScienceCenter #SpaceExploration #AerospaceHistory #STEMEducation
-
Space Shuttle Endeavour's 20-story vertical display
https://californiasciencecenter.org/about-us/samuel-oschin-air-and-space-center/go-for-stack
#HackerNews #SpaceShuttle #Endeavour #VerticalDisplay #CaliforniaScienceCenter #SpaceExploration #AerospaceHistory #STEMEducation
-
I just added an update to my bristlebot project: https://www.voltpaperscissors.com/beebot
Its seasonal content, I hope you like it :-)
#robotics #diy #stemeducation #mint #fedilz #summercamp #maker #makerspace #makereducation
-
I just added an update to my bristlebot project: https://www.voltpaperscissors.com/beebot
Its seasonal content, I hope you like it :-)
#robotics #diy #stemeducation #mint #fedilz #summercamp #maker #makerspace #makereducation
-
Last day of #ASEE2026. In the last paper I am presenting, I will share recommendations on how communities of practice can empower educators and promote course improvements. A huge thanks to the rest of the GCoE Lab & Design Community of Practice core team for supporting and sustaining this group for 5 years so far! Also, appreciate the support from the Grainger College of Engineering and KEEN.
#engedu #communityofpractice #sotl #academia #teaching #highered #academicmastodon #lab #design #stemeducation #flc
-
Last day of #ASEE2026. In the last paper I am presenting, I will share recommendations on how communities of practice can empower educators and promote course improvements. A huge thanks to the rest of the GCoE Lab & Design Community of Practice core team for supporting and sustaining this group for 5 years so far! Also, appreciate the support from the Grainger College of Engineering and KEEN.
#engedu #communityofpractice #sotl #academia #teaching #highered #academicmastodon #lab #design #stemeducation #flc
-
It's teacher Tuesday!!
Hey teachers, I'm working on some awesome new prototyping helpers that will let your students both power and connect to breadboard circuits using a single USB-C cable!
More details soon... 😀
-
It's teacher Tuesday!!
Hey teachers, I'm working on some awesome new prototyping helpers that will let your students both power and connect to breadboard circuits using a single USB-C cable!
More details soon... 😀
-
I made another prototype using the 3D-pen + tissue paper technique. The Otto Lilienthal "Normalgleiter" turned out quite good. It does glide OK which is good enough to demonstrate the first flight experiments to kids.
#fediLZ #3dprint #3dprinting #stemeducation #makerspace #maker #mint #papercraft #rcplanes
-
I made another prototype using the 3D-pen + tissue paper technique. The Otto Lilienthal "Normalgleiter" turned out quite good. It does glide OK which is good enough to demonstrate the first flight experiments to kids.
#fediLZ #3dprint #3dprinting #stemeducation #makerspace #maker #mint #papercraft #rcplanes
-
First official day of #ASEE2026. Kicking it off with a meetup for the Lab and Design Community of Practice. If you are an instructor of STEM lab and/or design courses, please come find us at the Grainger College of Engineering AE3 Booth (418) from 5:00 - 6:00 pm today to learn more about our CoP.
#academia #conference #communityofpractice #facultylearningcommunity #collaboration #engedu #STEMeducation #laboratory #undergrad #teaching #academicmastodon
-
First official day of #ASEE2026. Kicking it off with a meetup for the Lab and Design Community of Practice. If you are an instructor of STEM lab and/or design courses, please come find us at the Grainger College of Engineering AE3 Booth (418) from 5:00 - 6:00 pm today to learn more about our CoP.
#academia #conference #communityofpractice #facultylearningcommunity #collaboration #engedu #STEMeducation #laboratory #undergrad #teaching #academicmastodon
-
What is education for, how do we measure it, how SHOULD we measure it, and how can we fix it?
At the moment we’re mostly measuring atar and student retention as the most important outcomes of the system. How many kids make it to year 12 and what do they score? We should be measuring: covid deniers, flat earthers, anti vaxxers, sovereign citizens, people with blind faith in technology.
https://adsei.org/2026/06/22/questioning-the-answers-the-role-of-scepticism-in-data-science-and-education/ -
What is education for, how do we measure it, how SHOULD we measure it, and how can we fix it?
At the moment we’re mostly measuring atar and student retention as the most important outcomes of the system. How many kids make it to year 12 and what do they score? We should be measuring: covid deniers, flat earthers, anti vaxxers, sovereign citizens, people with blind faith in technology.
https://adsei.org/2026/06/22/questioning-the-answers-the-role-of-scepticism-in-data-science-and-education/ -
Whoa, it's Wednesday!! I was so busy yesterday I missed my teacher Tuesday post. 😢
Never fear, I'm here for my fellow teachers! 😄
Are you starting to plan for next school year? Here's a complete beginner microcontroller curriculum you might wanna look at: https://docs.google.com/document/d/1Das4E6nijXZ-mP2Ikqn5dJvDbbGIyy0oLm7_AzW3-Ww/edit?usp=sharing
-
Whoa, it's Wednesday!! I was so busy yesterday I missed my teacher Tuesday post. 😢
Never fear, I'm here for my fellow teachers! 😄
Are you starting to plan for next school year? Here's a complete beginner microcontroller curriculum you might wanna look at: https://docs.google.com/document/d/1Das4E6nijXZ-mP2Ikqn5dJvDbbGIyy0oLm7_AzW3-Ww/edit?usp=sharing
-
2/2 I went outside trying my biplane setup and realised the single plane seems to perform better. Here is the single plane test flight.
see comment below for the biplane test flight
#RCplanes
#stemeducation
#3dprint
#3dprinting
#diytech
#diyprojects
#airplanes -
2/2 I went outside trying my biplane setup and realised the single plane seems to perform better. Here is the single plane test flight.
see comment below for the biplane test flight
#RCplanes
#stemeducation
#3dprint
#3dprinting
#diytech
#diyprojects
#airplanes -
1/2: My 3D pen wingstructures are really fun to prototype different airplane setups. Here is a quick biplane test. Definitely flies better than the single wing setup. I'd love to try the wright flyer next, using a canard setup and a drone motor + supercap. See 2/2 for a flight test!
#RCplanes #stemeducation #3dprint #3dprinting #diytech #diyprojects #airplanes
-
1/2: My 3D pen wingstructures are really fun to prototype different airplane setups. Here is a quick biplane test. Definitely flies better than the single wing setup. I'd love to try the wright flyer next, using a canard setup and a drone motor + supercap. See 2/2 for a flight test!
#RCplanes #stemeducation #3dprint #3dprinting #diytech #diyprojects #airplanes
-
I did a deep dive into bristlebots as an educational DIY project. This is my first tutorial on the topic: https://www.voltpaperscissors.com/beebot
It’s a bee doing the waggle dance! It uses bent paper clips instead of a bristle brush. That way, you can play with the movement by adjusting the paper clips.
#stemeducation #robotics #diy #mint #fediLZ #electronics #maker #makerspace
-
I did a deep dive into bristlebots as an educational DIY project. This is my first tutorial on the topic: https://www.voltpaperscissors.com/beebot
It’s a bee doing the waggle dance! It uses bent paper clips instead of a bristle brush. That way, you can play with the movement by adjusting the paper clips.
#stemeducation #robotics #diy #mint #fediLZ #electronics #maker #makerspace
-
STEM Teaching with Embedded Primary Sources Workshops
In addition to an asynchronous STEPS workshop that runs through November 30, the Center for Mathematics and Science Education, University of Mississippi is also offering two onsite day-long workshops July 16 in Greenwood, MS, and July 20 in Blue Springs, MS.
Onsite STEPS workshop registration deadline: July 8
https://olemiss.edu/cmse/professional-learning/steps/?goal=0_cb6998de3f-cfc8398b61-475782588
#BlueSprings #Misssissippi #StemEducation #TeacherTraining #TeacherProfssionalDevelopment #Education
-
STEM Teaching with Embedded Primary Sources Workshops
In addition to an asynchronous STEPS workshop that runs through November 30, the Center for Mathematics and Science Education, University of Mississippi is also offering two onsite day-long workshops July 16 in Greenwood, MS, and July 20 in Blue Springs, MS.
Onsite STEPS workshop registration deadline: July 8
https://olemiss.edu/cmse/professional-learning/steps/?goal=0_cb6998de3f-cfc8398b61-475782588
#BlueSprings #Misssissippi #StemEducation #TeacherTraining #TeacherProfssionalDevelopment #Education
-
Today is #GlobalWindDay! Celebrate the incredible power of wind energy with The Boy Who Harnessed The Wind. Inspire students with the true story of William Kamkwamba, a thirteen-year-old boy who finds an unconventional way to save his family and village in Malawi from famine. Our free curriculum guide includes a classroom-ready lesson plan about wind power.
Teach about the history and science of wind power with this engaging film!
#Education #Movies #Homeschooling #Malawi #Africa #GreenPower #WindPower #AlternativeEnergy #Solarpunk #Hopepunk #Climate #Environment #StemEducation
-
Today is #GlobalWindDay! Celebrate the incredible power of wind energy with The Boy Who Harnessed The Wind. Inspire students with the true story of William Kamkwamba, a thirteen-year-old boy who finds an unconventional way to save his family and village in Malawi from famine. Our free curriculum guide includes a classroom-ready lesson plan about wind power.
Teach about the history and science of wind power with this engaging film!
#Education #Movies #Homeschooling #Malawi #Africa #GreenPower #WindPower #AlternativeEnergy #Solarpunk #Hopepunk #Climate #Environment #StemEducation
-
Questions Parents Should Ask Before Hiring a Computer Science Tutor
Before hiring a Computer Science tutor, ask these important questions to ensure the best learning experience for your child: https://indiatutor.in/parent-resources/questions-parents-should-ask-before-hiring-a-computer-science-tutor/
#ComputerScienceTutor #OnlineTutoring #ParentsGuide #Education #STEMEducation #Coding #AcademicSuccess #Learning
-
Questions Parents Should Ask Before Hiring a Computer Science Tutor
Before hiring a Computer Science tutor, ask these important questions to ensure the best learning experience for your child: https://indiatutor.in/parent-resources/questions-parents-should-ask-before-hiring-a-computer-science-tutor/
#ComputerScienceTutor #OnlineTutoring #ParentsGuide #Education #STEMEducation #Coding #AcademicSuccess #Learning
-
Celebrate Learning Disability Week June 15-21 with Like Stars on Earth, the heartwarming film about a dyslexic boy who thrives with the support of his art teacher. This is a wonderful story to share with students, families, after-school activities and communities. Our free teaching guide features classroom-ready lessons across the curriculum, including a lesson about dyslexia and brain science!
#LearningDisabilityWeek #Dyslexia #Education #Homeschooling #Movies #TaareZameenPar #TiscaCopra #AamirKhan #DarsheelSafary #India #IndianFilm #GlobalEducation #StemEducation
-
Celebrate Learning Disability Week June 15-21 with Like Stars on Earth, the heartwarming film about a dyslexic boy who thrives with the support of his art teacher. This is a wonderful story to share with students, families, after-school activities and communities. Our free teaching guide features classroom-ready lessons across the curriculum, including a lesson about dyslexia and brain science!
#LearningDisabilityWeek #Dyslexia #Education #Homeschooling #Movies #TaareZameenPar #TiscaCopra #AamirKhan #DarsheelSafary #India #IndianFilm #GlobalEducation #StemEducation
-
Why Logical Thinking Matters More Than Memorization in Computer Science
Why do top Computer Science students solve problems faster? Because logic beats memorization every time. Read more: https://indiatutor.in/blogs/why-logical-thinking-matters-more-than-memorization-in-computer-science/
#ComputerScience #Coding #Programming #STEMEducation #CBSE #StudentSuccess #LearnToCode #Education
-
Why Logical Thinking Matters More Than Memorization in Computer Science
Why do top Computer Science students solve problems faster? Because logic beats memorization every time. Read more: https://indiatutor.in/blogs/why-logical-thinking-matters-more-than-memorization-in-computer-science/
#ComputerScience #Coding #Programming #STEMEducation #CBSE #StudentSuccess #LearnToCode #Education
-
If you know what a bristlebot is, you probably want to know how to bristlebot like a pro: https://www.youtube.com/watch?v=EUYoOuwgPbk
#stemeducation #robotics #mint #FediLZ #papercraft #papercircuit #diy #makereducation #makerspace #kids
-
If you know what a bristlebot is, you probably want to know how to bristlebot like a pro: https://www.youtube.com/watch?v=EUYoOuwgPbk
#stemeducation #robotics #mint #FediLZ #papercraft #papercircuit #diy #makereducation #makerspace #kids
-
Learning physics can derail some students: New research shows the best way to keep them on track https://phys.org/news/2026-05-physics-derail-students-track.html
Summary of: Relative benefits of different active learning methods to conceptual physics learning https://www.nature.com/articles/s41567-026-03307-2
#PhysicsEd #STEMeducation #ActiveLearning #Teaching -
How Parents Can Help Children Improve in Physics
Is Physics becoming a struggle for your child? Discover simple, practical ways parents can build confidence, improve understanding, and help children score better in Physics. Read now: https://indiatutor.in/parent-resources/how-parents-can-help-children-improve-in-physics/
#Physics #PhysicsTutor #CBSE #ICSE #STEMEducation #ParentingTips #StudyTips #Education #IndiaTutor