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ABSTRACT
STEM (Science, Technology, Engineering and
Mathematics) is structured knowledge which has a
correlation among elements of STEM knowledge.
We already developed mathematics web site and
successfully visualize knowledge structure of
mathematics through network graph drawing. We
are trying to scale up from mathematics to STEM.
That is, we are starting to build a web based
learning environment which integrates web pages
containing elements of STEM knowledge by
connecting with each other through hyperlinks. This
web structure is suitable for searching and browsing
web pages. Learners can grasp the correlation
between elements of STEM knowledge easily and
then understand STEM deeply by browsing
integrated web materials. Consequently, learners
are able to learn STEM subjects efficiently and
effectively according to their ability and curiosity.
KEYWORDS
STEM, Knowledge Structure, Network Graph,
Hyperlink, Adaptive Learning, Web Based Learning
1 INTRODUCTION
The acronym STEM (Science, Technology,
Engineering and Mathematics) has started to be
used in the United State of America since early
2000s [1]. Nowadays the use of the acronym
STEM has become popular all over the world.
Many countries focus on STEM education in
order to develop their countries and survive in
the global competitive world. Therefore, there
are many researches related to STEM education.
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Proceedings of The Fifth International Conference on E-Learning and E-Technologies in Education (ICEEE2016), Malaysia 2016
Technology
Mathematics
Science
Proceedings of The Fifth International Conference on E-Learning and E-Technologies in Education (ICEEE2016), Malaysia 2016
Mechanical
Engineering
Mechanical
technique
Physics
Mathematics
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Proceedings of The Fifth International Conference on E-Learning and E-Technologies in Education (ICEEE2016), Malaysia 2016
creating an
environment.
excellent
STEM
learning
Moment of force
Vector product
ACKNOWLEDGEMENT
Vector
Coordinate system
Fig.5
Example of connection among units of
knowledge
3 SELF-ADAPTIVE LEARNING
Searching is a popular way of learning. We
interviewed twenty students of our college.
Most of the students answered that they usually
search it in the Internet rather than in the library
when they encounter what they cannot
understand in solving mathematics problem.
After reaching our web site learners make their
own learning path according to their purpose
and curiosity. They can do self-adaptive
learning. In fact, about 80% of visitors to our
site come from search engines [10].
We can obtain the access log data on keyword
and how learners make their own learning paths
on our website. We are able to know what
subject learner would like to learn by keyword
they entered in the search box and what
knowledge they are interested in or want to
learn by analyzing learning pass, i.e. access log
data.
REFERENCES
[1]
[2]
[3]
[4]
[5]
[6]
[7]
3 CONCLUSION
[8]
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Proceedings of The Fifth International Conference on E-Learning and E-Technologies in Education (ICEEE2016), Malaysia 2016
Conference
(9th
International
Technology,
Education and Development Conference) 2nd-4th
March 2015, Madrid, Spain, pp. 2576-2579
[9] Akira Nakamura, "Hierarchy Construction of
Mathematical Knowledge," Lecture Notes on
Information Theory, vol. 2, no. 2, pp. 203-207, 2014.
[10] Akira Nakamura, Self-adaptive e-Learning Website
for Mathematics,
International Journal of
Information and Education Technology vol. 6, no. 12,
pp. 961-965, 2016.
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