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Engineering as Art and the Art of Engineering
Published in Diane P. Michelfelder, Neelke Doorn, The Routledge Handbook of the Philosophy of Engineering, 2020
In some sense, the provocative position put forward by C.P. Snow in The Two Cultures (1959) is an early appeal to the need to take scientific knowledge and technological insight seriously as products of culture. His appeal was particularly aimed at ensuring a clear knowledge of basic principles of science in a society he deemed overly focused on the products of culture (i.e., literature, the arts). In other words, he suggested that the laws of thermodynamics should receive equal attention to Shakespeare in early education. While at the time his position met with as much resistance as support, the underlying valuations of the domains of scientific knowledge and humanities remain present in many areas of study and policymaking. Currently, many elements of technological skill are becoming more embedded in secondary school programs, which reflects not only the societal need but also the development of these formerly often specialized fields into a more intuitive approach, possible to convey even to elementary school children. As an example, Scratch was developed as a visual programming language in order to help children to intuitively grasp the structures of computer programming, and is increasingly used not only in high schools, but also in elementary and middle schools.
Interactive Multimedia Technology in Learning: Integrating Multimodality, Embodiment, and Composition for Mixed-Reality Learning Environments
Published in Ling Guan, Yifeng He, Sun-Yuan Kung, Multimedia Image and Video Processing, 2012
David Birchfield, Harvey Thornburg, M. Colleen Megowan-Romanowicz, Sarah Hatton, Brandon Mechtley, Igor Dolgov, Winslow Burleson, Gang Qian
The Scratch programming environment (Resnick 2007) emphasizes the power of compositional paradigms for learning. Scratch enables students to create games, interactive stories, animations, music, and art within a graphical programming environment. The interface extends the metaphor of LEGO bricks where programming functions snap together in a manner that prohibits programming errors and thus avoids the steep learning curve that can be a barrier to many students in traditional programming environments. The authors frame the goal of Scratch as providing “tinkerability” for learners that will allow them to experiment and redesign their creations in a manner that is analogous to physical elements, albeit with greater combinatorial sophistication.
Basics of Raspberry Pi
Published in Rajesh Singh, Anita Gehlot, Lovi Raj Gupta, Bhupendra Singh, Mahendra Swain, Internet of Things with Raspberry Pi and Arduino, 2019
Anita Gehlot, Rajesh Singh, Lovi Raj Gupta, Bhupendra Singh, Mahendra Swain
Raspberry Pi is a low-cost mini-computer that can be connected to a computer monitor or TV. It is a device for exploring the computer computing with the help of a keyboard and mouse. A few optional parts can be connected with it for better accessibility. It can be programmed in languages like Scratch and Python. The processor frequency ranges from 700 MHz to 1.4 GHz for the Pi 3 model B+. The onboard memory ranges from 256 MB to 1 GB RAM. Raspberry Pi 3+ has a 1.4 GHz 64-bit quad core ARM cortex A53 processor. Figure 5.1a shows Raspberry Pi.
Programming, mathematical reasoning and sense-making
Published in International Journal of Mathematical Education in Science and Technology, 2022
Most researchers have striven to find models for introducing programming to novices (Mendelson et al., 1990). For instance, Papert (1980) introduced the Logo programming language with turtle graphics to stimulate the development of the mini-language approach to helping students learn mathematical concepts through programming. Through experimenting with turtle graphics, students can develop a better feel for geometry and discover that 360° makes a full turn (Papert, 1980). Efforts to improve student access to programming have been made in order to move from the programming language used in Logo to the code blocks used, for example, in Scratch. Scratch is a visual block-based programming language that allows students to create a program (project) by dragging, dropping, and snapping graphical blocks of code into different sequences and combinations (e.g. Honey & Kanter, 2013; Marji, 2014; Vlieg, 2016). Resnick et al. (2009) noted that, unlike Logo, Scratch is more ‘tinkerable’, meaningful, and social.
The use of magnets for the nonvisual construction of syntax-based tangible object assemblies by individuals who are blind or visually impaired
Published in Assistive Technology, 2023
Hyun Woo Kim, Dianne TV Pawluk
A key aspect of the design of the Scratch programming environment for lowering hurdles to programming was to embed all of the syntax in the connections between code blocks. This was important as beginning programmers tend to find feedback about syntax at the translation stage frustrating, and the delay to program execution can greatly damper engagement (Resnick et al., 2009). Addressing this hurdle is part of the reason that Scratch is a very popular introductory programming language in K-12 classrooms.