bluuebunny/crossref_metadata_2025_split huggingface dataset:
CD4+T cells require Ikaros to inhibit their differentiation toward a pathogenic cell fate
Authors: Bernardi Chiara , Maurer Gaëtan , Ye Tao , Marchal Patricia , Jost Bernard , Wissler Manuela , Maurer Ulrich , Kastner Philippe , Chan Susan , Charvet Céline 
Published: April 2021

SignificanceThe production of proinflammatory cytokines, particularly granulocyte-macrophage colony-stimulating factor, by CD4+T cells is a key process for amplifying immune responses but can also lead to harmful tissue damage in pathologies like multiple sclerosis and Covid-19. Correctly controlling the expression of proinflammatory cytokines is therefore of major interest. However, the pathogenic signature of CD4+T cells relies on a transcriptional program that is thus far poorly understood. Here, we identified the transcription factor Ikaros as an essential transcriptional repressor of proinflammatory cytokine gene expression. Our work identifies a critical molecular pathway regulating the pathogenic program of CD4+T cells and brings new perspectives for potential therapies of autoimmune and inflammatory diseases.
Synthesis of graphene–aluminium matrix nanocomposites: Mechanical and tribological properties
Authors: Chak Vineet , Chattopadhyay Himadri 
Published: April 2021

The study reports development of graphene nanoplatelets reinforced aluminium-matrix nanocomposites using a stirring-assisted liquid route. Up to 0.5 wt-% of graphene nanoplatelets are used for the synthesis of nanocomposites. Testing and analysis of fabricated composites revealed improved metallurgy, mechanical properties and wear behaviour. Grain refinement action caused by graphene, high hardness, high strength and graphene's self-lubricating nature is reasoned for these improvements. An increase of 56.55% in ultimate tensile strength and 53.39% in microhardness over the base matrix is observed. The fractured surfaces are analysed through a scanning electron microscope to understand the fracture behaviour. The wear resistance of resultant composites is reported at a higher side, decreasing friction coefficient owing to graphene's self-lubricating nature. The impact of heat treatment on the mechanical behaviour of the synthesised composites is examined and discussed.
Uncertain Knowledge Graph Embedding: a Natural and Effective Approach
Authors: Yang Shihan , Tang Rui , Zhang Zhiwei , Li Guozhong 
Published: April 2021

Abstract
Uncertain Knowledge Graph (UKG) models uncertainty of the knowledge, which usually models the inherent uncertainty of relation facts in a knowledge base with a confidence value. Embedding such uncertain knowledge represents is still an unresolved challenge, although deterministic Knowledge Graph embedding has been extensively studied recently, which aims at representing entities and relations as vectors in a continuous vector space and preserving semantic information as much as possible. For capturing both structural and uncertainty information of relation facts in the continuous vector space, we propose a simple but effective two-steps approach to Uncertain Knowledge Graph Embedding (UKGE) based on the skip-gram/CBOW model and learning confidence score by Long Short-Term Memories (LSTM) neural network. We show that the embedding techniques achieve results comparing with state-of-the-art approaches on uncertain knowledge graph embedding. The approach achieves the best tradeoff between efficiency and accuracy of UKGE. Because of the simplicity, the method can also handle large size graphs in lower time consumption.
Word Embeddings for Constructive Comments Classification
Authors: Uribe Diego 
Published: April 2021

Abstract
Word embeddings are so significant today that it is common to see their application in multiple natural language tasks. Indeed, word embeddings as the first layer of a deep learning model are widely adopted and they can also be found in multiple natural language tasks such as classification of texts and named entity recognition. The focus of this paper is the identification of constructive online comments through the use of dense vector semantics such as word embeddings. We specifically explore two approaches: learning distributed word representations and the use of a pre-trained word embedding model. We evaluate these word embedding methods on a recently created constructive comments corpus comprised of 12,000 annotated news comments, intended to improve the quality of online discussions. The obtained results show how the performance of complicated architectures like recurrent and convolutional neural networks can be matched by a language model based on learning embeddings.
Impact of Randomization on Ensembles for Streams with Concept Drift
Authors: Goel Kanu , Batra Shalini 
Published: April 2021

Abstract
In the present era many real world applications are built from streaming data. The distribution of underlying data in such streams tend to change with course of time called as concept drift. A lot of algorithms are proposed in machine learning and data mining domain which are used to handle this drifting scenario. Ensembles form an integral component of such algorithms. In this paper, randomization is added using online bagging to the existing four drift handling approaches and its effect is analysed over multiple patterns of concept drift such as gradual, abrupt, recurring etc. Experimental work has been conducted over artificially generated data streams and real datasets to validate the impact of bagging in learning process.
The role of teacher educators in supporting STEM curriculum reform - lessons from New Zealand
Authors: Buntting Cathy 
Published: April 2021

Abstract
The beliefs and values teachers hold in relation to curriculum, pedagogy, assessment, and the nature of STEM have a significant influence on the types of teaching and learning their students will experience. Because of this, pre-service and in-service teacher education needs to influence teachers‘ beliefs and values as well as their conceptual and pedagogical knowledge if it is to make a difference in classroom practice. This paper considers the introduction of technology education in New Zealand as a way to explore how teacher educators can support STEM curriculum reform.
The development of early childhood students’ creative thinking problem solving abilities through STEM Education learning activities
Authors: Sangngam Suriyan 
Published: April 2021

Abstract
The purpose of this research was to study changes in early childhood students’ creative problem solving abilities comparing between before and after the intervention of STEM education learning activities. The sample group were male and female early childhood aged between 5-6 years studying in Soonthornwattana School, Chaiyaphum Province, 2nd semester, academic year of 2017. Methodology was the quasi-experiment design. The STEM education activities provided students to organize the nine square grid movement activities. Early childhood children’s creative thinking and problem solving ability was collected by the behavior observation form of creative problem solving skills (FCPS). The FCPS items consists of 12 items that represent the 3 items of access to problems, 3 items of thinking of a solution, 3 items of selection and preparation of problem solving, and 3 items of planning for solving problems. Then, each item of the FCPS was analysed for descriptive statistics. The results showed that early childhood who have been organized activities according to STEM Education’s theoretical concepts have developed more creative problem solving skills, with an average score of 14.63 and after the event will have a score of 24.27. When considering each aspect of the experiment, it was found that early childhood have creative problem-solving skills. Which has higher scores each week Shows that early childhood who have organized activities according to STEM Education’s theoretical concepts have higher creative problem-solving skills which is in accordance with the assumptions set forth.
Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education
Authors: Yuliati Lia , Yogismawati Fitrika , Purwaningsih Endang , Affriyenni Yessi 
Published: April 2021

Abstract
This research to describe the acquisition of concepts and scientific literacy of students, especially in physics material, namely Newton’s Law, in inquiry-based learning for STEM education. This research is non-experimental research with descriptive and correlational approaches. The concept acquisition of students is explored based on Bloom’s Taxonomy indicators and scientific literacy is explored based on 3 dimensions, namely the dimensions of content, context, and competence. The research sample was 34 high school grade X students in East Java Indonesia who were determined by purposive sampling technique. Data obtained from opened ended and observation questions. Data were analyzed with descriptive statistics and product-moment correlation (r = 0.88). The results showed that the acquisition of Physics concepts in C3 level students (medium category) 14.70%; C4 level (high category) 47.06%; and the C5 - C6 level (very high category) 38.23%. Whereas students’ scientific literacy in the context category was 34%, content 52%, and competence 14%. Students who have good concept acquisition, they have good scientific literacy tendencies.
The technological knowledge and the content knowledge on acid-base concepts of senior high school STEM students
Authors: Nabua Edna B. , Falcasantos Jorgy O. , Jerez Maurine Joy Y. 
Published: April 2021

Abstract
The purpose of this study is to assess the levels of Technological Knowledge and Content Knowledge on Acid-Base Concepts and relationship between the Technological Knowledge and Content Knowledge on Acid-Base Concepts among the Senior High School STEM students in Iligan City. The study utilized two (2) Public High Schools in Iligan City schools division that offer STEM Strand. The respondents are the Senior High School STEM students that are taking up a Chemistry subject in the School Year 2018-2019. Questionnaires for Technological Knowledge and Content Knowledge on Acid-Base concepts were used. The collected data were analyzed using mean, frequency distribution, percentage, p-test, t-test, pearson correlation and levene’s test. The level of Technological Knowledge of Grade 11 STEM students in Iligan City National High School is very good. The level of Technological Knowledge of Grade 12 STEM students is also very good. The level of Technological Knowledge of Senior High School STEM students in Iligan City National High School is very good. The level of Content Knowledge on Acid- Base Concepts of Grade 11 students in Iligan City National High School is satisfactory. On the other hand, the result shows that the level of Content Knowledge on Acid- Base Concepts of Grade 12 STEM students one the same school is poor. Moreover, the level of Content Knowledge on Acid- Base Concepts of Senior High School STEM students in Iligan City National High School is poor. The level of Content Knowledge on Acid- Base Concepts of Senior High School STEM students in Iligan City East National High School is poor. The result shows that the difference and relationship of the technological knowledge and the content knowledge of Senior High School STEM students in Iligan City is not significant. Since the level of Technological Knowledge of the students were very good, teachers may make use the available technologies in teaching Acid- Base Concepts. Future researchers may utilize a larger population like different Schools Division in this region to validate this findings.
Grade 2 students’representation of mathematical ideas on multiplication through open approach and lesson study
Authors: Pawattana Aree , Prasanphanich Supaporn , Kanhapong Aukkarawut , Chanthes Pana-anong 
Published: April 2021

Abstract
The objectives of this research were 1) to analyze students’ representation of mathematical ideas 2) to study students’ learning ability in Open Approach and Lesson Study class by specifying criterion in the learning achievement test on the title “multiplication (1) that was not less than 75% of the total number of students pass 75% of full score. The target group of this research were 42 students of grade 2/1 of The Demonstration school Primary level ( Mardindang) Khon Khaen University, Khon Kaen Province.This research was one short case study design. Students were tested one time after finishing learning Unit. The instruments used for data collection were 1) 6 Multiplication (1) learning lesson plans 2) learning achievement test of multiplication (1). Learning achievement results were analyzed by comparin g with specified criterion as average and percentage. Students’ representation of mathematical ideas were analyzed from note recording, VDO recording, teaching recording, and students’ worksThe results revealed that : 1) 95.23% of total number of students obtained score passing criterion 75% of full score. 2) Students showed 5 ways of the representation of Mathematical ideas which were following 2.1) Material manipulation, students used wooden blocks to represent the ideas so that they could find the answer. They understood the meaning of group and element by grouping the amount of element. 2.2) Using pictures, Students drew a picture of blocks, squares or diagrams. They drew pictures as elements equally of each group to represent the way to find the answer. 2.3) Speaking, Students explained verbally how to count equally, how to add repeatedly and recite the multiplication table. 2.4) Writing, Students wrote the numbers as repeated addition. They wrote the amount which increased equally. They explained the amount of equal element of each group. Moreover, they wrote the mathematical sentence of addition and multiplication. It was noted that the multiplicand was amount of group and the multiple was elements of group. 2.5) Using real situation, Students shared their own real life experiences that was connected coherently with the mathematical problem given by the teacher. They also explained their ideas by using mathematical symbol of multiplication to show how to get the answer.
Students’ conceptual understanding of natural resources in geography through research-based learning
Authors: Suthanakiattikan N , Tupsai J , Yuenyong C 
Published: April 2021

AbstractThe purpose of this study was to explore grade 7 students’ conceptual understanding of natural resources taught in geography through research-based learning. The samples were 34 students in grade 7 of Khon Kaen Demonstration Secondary School, Khon Kaen Province. The interpretive method was used to analyze students’ conceptual understanding of natural resources collected from students’ presentation of the concept map as conclusion in the final stage of research-based learning approach. The lessons of natural resources, including soil, water, forest, and mineral were used to examine how students construct their conceptual understanding in the form of ‘concept map.’ Data were interpreted through the rubric scoring with three criteria as follows. Level 1 was given to students who could draw a concept map describing at least 1-2 natural resources in Thailand with readable handwriting in colors. Level 2 was given to students when they could draw a concept map describing at least 2-3 natural resources in Thailand with readable handwriting in colors showing their creativity. Level 3 was granted to students when they could draw a concept map describing at least 4 natural resources in Thailand 4 with readable handwriting in colors showing their high creativity. This study also proposed the guidelines to enhance students’ conceptual understanding of geography through research-based learning.
Design steps toy car for STEM to STEAM Education learning in Chiang Mai Rajabhat Demonstration School
Authors: Boonchom Kritsada 
Published: April 2021

Abstract
The objectives of this study were designing a set of “Toy car” learning activity on the basis of STEM education and improved set of STEM activity. Development of a set of STEM activities was executed according to the engineering process. From the experiment and studied relate theory, the results were manual for teaching and student activity training. It was analysed Index of Objective Congruence (IOC) results found that STEM learning activity package was correct in content, learning activities and suitable for the purpose. The activity was tested by used to learning management with grade 5 and 6’s students in CMRU demonstration school. It found that the students’ satisfaction level toward STEM process was at a “good” level. It has value of 4.11 + 0.71 The STEM activity was improving to STEAM. It was presented in teacher training and found that the participants ’ satisfaction level toward STEAM process was at a “good” level. It has value of 3.98 ± 0.54 Participants, 89.60 % were confident that arts can be integral with science mathematics and this activity can be used to improve 21st century learning skills.
Local-based lesson on hydrologic cycle with environmental education integration: Designing learners ideas through STEM
Authors: Tadena Maria Theresa G. , Salic-Hairulla Monera A. 
Published: April 2021

Abstract
Seeing STEM education in a new light that seeks in helping learners use the local environment as a vehicle for developing understanding on various environmental issues. Providing adequate STEM and environmental education will make everyone appreciate their relationship with the environment which lead to environmental awareness and in developing a sustainable future. This study aimed to develop a local-based lesson on environmental education. Local-Based Lesson on Environmental Education was developed for integration to science lessons among grade 8 learners and was designed in a meaningful way that the integration process would just blend smoothly. STEM education strategies are utilized and applied by the learners in performing the activity embedded in the developed local-based environmental lesson. Through this, it developed the learners’ capacity in bringing their role as solution makers towards the pressing environmental issues in their local community. Using STEM strategies the learners have shown positive response to the developed lessons and were able to provide and design possible solutions in addressing local environmental isues. This implies that the application of STEM strategy in learners’ activity have developed the learners creative ideas in addressing environmental issues in their own community and improved their STEM knowledge and skills.
Innovation lesson plan of fertilizer dilemma story for integrated knowledge practicing through Lesson Study
Authors: Horasirt Yupaporn , Taylor Peter Charles , Yuenyong Chokchai 
Published: April 2021

Abstract
The paper clarified the developing lesson plan of fertilizer dilemma story for integrated knowledge practicing through lesson study. Through the PD program using lesson study, the theoretical framework of dilemma story was adopted to reference of the developing lesson plan. Methodology regarded paradigm. Participants included primary school teachers as team teachers, supervisors, expertise university lecturer, and school director. The primary school teachers as team teachers include a science teacher, a mathematics teacher, a technology teacher, and an art teacher in Nongsonghong district, Khon Kaen, Thailand. The developing lesson plan of fertilizer dilemma story for integrated knowledge practicing through lesson study will be interpreted through document analysis and participant observation. The innovation lesson plan of fertilizer dilemma story for integrated knowledge practicing could be summarized through the outcomes of lesson study design – plan, see, and reflect. The results provided the overview of the lesson plan of fertilizer dilemma story for integrated knowledge practicing that could be viewed through the structuring questions for ethical dilemma fertilizer story and example of dilemma story chemical fertilizer. This study may have implications for development program for integrate the curriculum in Thailand.
Designing “Saving Pig” STEM activity for Vietnamese primary schools
Authors: Nam Nguyen Danh , Hieu Le Trung 
Published: April 2021

Abstract
The paper presents teachers’ STEM education skills as well as teachers’ and students’ awareness of STEM education at primary schools. The research has concentrated on investigating potentials of STEM education and integration approach in teaching mathematics at primary schools. We also designed and organized “Saving Pig” STEM activities that integrated knowledge of mathematics, sciences, technology and other social science subjects. The research results have shown that STEM approach is appropriated for primary education. Our teaching strategies have also made a contribution to develop teachers’ STEM education skills and raised students’ interest for learning.
Organizing experiences - based learning activities “making bio-products for environmental protection” in STEM Education in high schools
Authors: Nguyen Hang Thi , Luong Van Thi Thuy , Pham Tu Thi Hong , Nguyen Ha Thi 
Published: April 2021

Abstract
STEM experience-based learning from practical problems will develop students’ skills and arouse their passions for exploring and learning the world. The theoretical research method was used to determine the relationship between experience-based learning and STEM education. Pedagogical experiments on STEM experientical learning activities with the topic “Making bio-products for environmental protection” in high schools are related to students’ awareness and skills of practical problem-solving, introduced through the plan to organizing STEM experientical learning activities; The survey method is used to produce results about students’ attitudes and behaviors against positive and negative actions with environment. The paper may have implications for developing organizing experience - based learning activities in STEM education.
The innovative lesson study for enhancing students’ mathematical ideas about addition and subtraction through open approach
Authors: Woranetsudathip Naphaporn , Yuenyong Chokchai , Nguyen Tien-Trung 
Published: April 2021

Abstract
The paper aimed to clarify the innovative lesson study learning activities of “how many and how many”. The activities provided concept of mathematical addition which were developed through open approach. The development of initiative the innovative lesson study learning activities on mathematical addition was processed based on Lesson Study. Methodology regarded interpretive paradigm. The understanding of innovative learning activities was developed through the activity of lesson study. The tools of interpretation included participant observation, reflection of lesson study teachers, and developing lesson plan document. Through this process, the learning activities could be clarified in this paper. The highlight of learning of activities included 1) making 5 and 6 from the Opaque and translucent double slit box (OTD box), 2) making 7 from playing 2 dices for 7 times, and 3) Making ten from the two slits box. The paper will discuss more about these three activities. These activities may have implications to mathematical teaching through open approach for primary school students.