Hi guys! You’ve probably encountered the simple pendulum as it’s one of the most popular experiments to conduct when learning physics. No wonder why – it’s rather straightforward and requires very little equipment, yet it’s very applicable. I actually made an experiment in which I built my own pendulum and used it to destroy a house to make it more fun. I hope you’ll find it helpful and see that science doesn’t have to be boring! 😊

Concepts explained: Power, gravitational potential energy, horizontal kinetic energy, speed, and uses of pendulums. If there's anything you guys are struggling to understand, just let me know and maybe I can make a video for it. I totally get it how hard it is to learn just from textbooks!

I’m exploring the intersection of learning science, educational psychology as I need to understand how to engage and keep OL AL students interested in learning (in this fast pace world).

I’m especially interested in:

How we learn (cognitive science, motivation, memory) and how to design effective and engaging learning techniques for students.

I’d love any recommendations for books, blogs, YouTube channels, newsletters, or even research papers that helped you understand this space better.

Hey guys, my group and I created a product called Edu-pal which aims to foster social interactions in the isolated environment of online learning. Edu-pal is a student-led initiative and is run by four grade 10 students, including me. Essentially it is an online extension for google meet which allows for the creation of quick, real time quizzes to check student understanding and to gamify online learning to make it more engaging for students. Upcoming features that will be implemented in subsequent versions include a leaderboard system, streak system as well as customisable avatars. We came up with the idea whilst online learning was being conducted during lockdown, and we found it to be dull, boring and drastically less fulfilling than in-class learning - So we created Edu-pal! We would really appreciate it if you could download our extension and try it out, the feedback would really help us! It’s free!

Our website → https://www.edu-pal.org/

Download here → https://chrome.google.com/webstore/detail/edu-pal-learning-powerups/geopbiaefoieahodpfbclhoabkikbnkn?hl=en&authuser=3

Hi teachers!

We’re building an AI assistant for grading and exam creation. We want your input.

If you're interested in sharing your perspective:

• You can book a quick 15-min chat with us here.

• Or watch a short video explainer here.

I am a doctoral student researcher at the University of Maryland interested in learning about the experiences and needs of professional teachers as the COVID-19 pandemic has continued. Your participation in our on-line study would enable us to identify how your experiences with both remote and in-person teaching contribute to your professional development and well-being. Our research centers around an overarching question: during the COVID-19 pandemic how are teachers making sense of their experiences in the classroom? Our questionnaires aim to learn about your levels of stress and your strategies for coping during this time. We will also ask you to describe your experiences during the COVID-19 pandemic. It is estimated that these questionnaires will take about 30 minutes. We are hoping that you will be interested in participating in the study. If you are interested in participating in the study please click the Qualtrics link: https://umdsurvey.umd.edu/jfe/form/SV_bEDIua55MpftdCB and it will take you to a consent form and a survey. If you are an employee or student at the University of Maryland, your academic standing as a student or employability at UMD will not be affected by your participation or non-participation in this study. Your responses to the survey are entirely confidential. If you have further questions about the study and the procedures to maintain your anonymity and details about the study, please contact [email protected]. Thank you very much for your participation in our study! 

https://umdsurvey.umd.edu/jfe/form/SV_bEDIua55MpftdCB

Hi all! I'm a student studying Product Design at the University of Minnesota. As a part of a course focused on product innovation, we're partnering with the Engineering Ambassadors Network to develop a new STEM/STEAM education product to teach students about core scientific and engineering concepts! As a part of the project, I'm doing user research to get a better idea of the current needs, wants, and experiences of educators and students.

If you have a few minutes and would be willing to answer some questions through the link below, I would greatly appreciate any input you may have! Your responses will help us develop a final product that is engaging, educational, and meets the needs of educators and learners.

Thank you in advance for your feedback and let me know if you have any questions!

https://docs.google.com/forms/d/e/1FAIpQLSesfV_9HPKAlh-8STE1WCS5kUdfpvuZQXiTGDd5j2ACO6Lr3w/viewform?usp=sharing

Is there any research on the different ways of using information / knowledge after mere theoretical studying? I tried to search for it on Google, research gate, my uni catalogue etc. but couldn't find research of this kind. I assume I'm missing the right term describing the study of the use of knowledge as a method of solidifying and practicing this knowledge?

​​My name is Sonia He, and I am an undergraduate student at Duke University studying Psychology, Education, and Child Policy Research. I am posting here to ask for your help to complete my undergraduate honor’s thesis project.

The goal of my research project is to develop a self-report measure that can evaluate how preschool and elementary school teachers manage their students’ emotions as research in this area is lacking. I hope to recruit as many preschool and elementary school teachers as possible to participate in my study which includes completing a 15-minute survey that has been approved by Duke’s IRB. After completing the survey, you will have the opportunity to enter into a raffle to win 1 of 10 $20 Amazon gift cards.

Please follow this link to complete the survey (best completed on a computer or tablet):

https://duke.qualtrics.com/jfe/form/SV_bK1D1c8fsUuaZp4

*Participation is voluntary and confidential. Please feel free to share the survey link on other platforms relevant to education or with other preschool and elementary school teachers. If you have any questions or concerns, please contact me at [email protected].

Thank you for your participation!

I would like to know if there is a platform for teaching students where the students can't privately message the teacher. They can only ask questions publicly, whether it be on a public post like a forum, a virtual meeting or something along these lines.

Dear Reddit, I am Markus, a sixteen-year-old launching my very first EdTech app on ProductHunt.

My classmates and I wanted to make e-learning just a bit easier for our teachers during the lockdown, so we created Edu-pal. Now, we want to do the same for teachers worldwide. We've been pouring our heart and soul into our vision for months already, and it would mean so much to us if you all could please support us on ProductHunt!

In undergrad, as a chemistry student, the faculty all made an impact in different ways. Some positive while others, less so. One professor always made chemistry relevant and exciting with some great demonstrations and his passion for his field. I’m currently studying (and applying) to become a high school chemistry teacher. So to pay tribute to one of the people who has influenced this decision, I decided to look up some of the work he’s been involved in over the years to share some of the exciting experiences I’ve enjoyed. I plan on sharing these experiments with my students someday; maybe they’ll help you guys out too. I’m kinda stuck in student mode right now and that’s why everything’s in APA, unfortunately.

• Najdoski, M., & Petrusevski, V. M. (2000, November). A Novel Experiment for Fast and Simple Determination of the Oxygen Content in the Air. Journal of Chemical Education, //(No. 11), 1447-1448.

This first article shows a quick and easy way to demonstrate and calculate how much atmospheric oxygen is in the room by allowing it to react with NO. It should be performed under a hood.

• Alexander, M. D. (1993, April). Combustion of Hydrocarbons: A Stoichiometry Demonstration. Journal of Chemical Education, 70(4), 327-328.

This article gives stoichiometry relevance. Plus, who isn’t fascinated by some controlled fire?

• Alexander, M. D. (1999, February). The Ammonia Smoke Fountain: An Interesting Thermodynamic Adventure. Journal of Chemical Education, 76(2), 210-211.

This article gives two variations to the Ammonia Fountain, where a reaction causes a decrease in pressure, which causes the reaction to proceed forward. It adds chemiluminescence and smoke to the reactions. It’d be fun to demonstrate all three variations to students.

• Alexander, M. D. (1971, December). Gas Laws, Equilibrium, and the Commercial Synthesis of Nitric Acid: A Simple Demonstration. Journal of Chemical Education, 48(12), 838-839.

This article goes over Boyle’s Law, shows how a system changes to reach equilibrium and even glosses over Le Chatelier’s principle.

• Pearson, E. F. (2006, September). Magnet and BB Analogy for Millikan's Oil-Drop Experiment. Journal of Chemical Education, 83(9), 1313-1316.

This article references an experiment performed by Nobel Laureate Robert A. Millikan, which allowed him to find the charge of an electron without measuring it. The same thought process is used to find the mass of a BB without weighing it.

• Alexander, M. D. (1992, May). Reactions of the Alkali Metals with Water: A Novel Demonstration. Journal of Chemical Education, 69(5), 418-419.

I think every teacher wants to demonstrate the reaction between the first group and water. This reaction allows them to be demonstrated with greater safety but a little less flare. The author once told a story where he demonstrated this reaction at an ACS conference and the entire audience moved to the back of the room to watch.

• Alexander, M. D. (1998, April). Chemical Domino Demonstration. Journal of Chemical Education, 75(4), 490-494.

This last article is by far my favorite. It demonstrates many different types of reaction like “the reduction of water by an active metal, the oxidation of a moderately active metal by an acid, reduction of metallic ions by a metal of greater activity, acid-base neutralization reactions in solution monitored with indicators, a gas-phase acid-base neutralization reaction, decomposition of a compounds, precipitation of an insoluble salt, substitution reactions of coordination complexes, and pyrotechnic oxidation –reduction reactions including a hypergolic oxidation-reduction reaction, an intramolecular oxidation-reduction reaction, and the combustion of a flammable gas.” What makes it so great is that you initiate the first reaction and the products of that reaction initiate the next and so on. I believe he has made the set-up larger with more reactions in recent years if you’d like to contact him.

Do you guys have any experiences in the sciences that made you who you are today? Or maybe you guys have some experiments that you show your students in other fields. I’d like any examples I can get to make me better at teaching. Thanks for reading!

Edit: for spacing

I'm doing a project to create a program that can do step by step instruction of how computer science algorithms work (sorts, trees, etc).

I was doing a lit review in preparation for a paper on the subject, but it's difficult to find information on google scholar as "step by step" appears to be a term that is used in quite a few different contexts.

From a little searching Instructional scaffolding appears to be similar, but not quite what I'm looking for.

Is there a better term I can search for?

The git repo for the curious

Edit: formatting