Evidence map›Paper›PMID 33583951›Full record

ArticleJournal of chemical education2021

Modular Science Kit as a support platform for STEM learning in primary and secondary school.

Renato Rogosic, Benjamin Heidt, Juliette Passariello-Jansen, Saga Björnör, Silvio Bonni, David Dimech, Rocio Arreguin-Campos, Joseph Lowdon, Kathia L Jiménez Monroy, Manlio Caldara and 4 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of chemical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Renato RogosicSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Benjamin HeidtSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Juliette Passariello-JansenMaastricht Science Programme, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Saga BjörnörMaastricht Science Programme, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Silvio BonniMaastricht Science Programme, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
David DimechMaastricht Science Programme, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Rocio Arreguin-CamposSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Joseph LowdonSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Kathia L Jiménez MonroySensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Manlio CaldaraSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Kasper EerselsSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Bart van GrinsvenSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Thomas J CleijSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.
Hanne DiliënSensor Engineering Department, Faculty of Science and Engineering, Maastricht University 6167 RD Geleen, Limburg, The Netherlands.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The need to develop interest in STEM (science, technology, engineering, and mathematics) skills in young pupils has driven many educational systems to include STEM as a subject in primary schools. In this work, a science kit aimed at children from 8 to 14 years old is presented as a support platform for an innovative and stimulating approach to STEM learning. The peculiar design of the kit, based on modular components, is aimed to help develop a multitude of skills in the young students, dividing the learning process into two phases. During phase 1 the pupils build the experimental setup and visualize the scientific phenomena, while in phase 2, they are introduced and challenged to understand the principles on which these phenomena are based, guided by a handbook. This approach aims at making the experience more inclusive, stimulating the interest and passion of the pupils for scientific subjects.

Identifiers

PMID33583951
PMCPMC7876798

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.