Integration Of Computer Science Research Articles

Artificial intelligence and classification of mature lymphoid neoplasms.

Hematologists, geneticists, and clinicians came to a multidisciplinary agreement on the classification of lymphoid neoplasms that combines clinical features, histological characteristics, immunophenotype, and molecular pathology analyses. The current classification includes the World Health Organization (WHO) Classification of tumours of haematopoietic and lymphoid tissues revised 4th edition, the International Consensus Classification (ICC) of mature lymphoid neoplasms (report from the Clinical Advisory Committee 2022), and the 5th edition of the proposed WHO Classification of haematolymphoid tumours (lymphoid neoplasms, WHO-HAEM5). This article revises the recent advances in the classification of mature lymphoid neoplasms. Artificial intelligence (AI) has advanced rapidly recently, and its role in medicine is becoming more important as AI integrates computer science and datasets to make predictions or classifications based on complex input data. Summarizing previous research, it is described how several machine learning and neural networks can predict the prognosis of the patients, and classified mature B-cell neoplasms. In addition, new analysis predicted lymphoma subtypes using cell-of-origin markers that hematopathologists use in the clinical routine, including CD3, CD5, CD19, CD79A, MS4A1 (CD20), MME (CD10), BCL6, IRF4 (MUM-1), BCL2, SOX11, MNDA, and FCRL4 (IRTA1). In conclusion, although most categories are similar in both classifications, there are also conceptual differences and differences in the diagnostic criteria for some diseases. It is expected that AI will be incorporated into the lymphoma classification as another bioinformatics tool.

Evaluating support systems and interface efficiency in Hour of Code’s Minecraft Adventurer

AbstractHour of Code is a widely recognized global event that aims to introduce programming to novice users and integrate computer science into education. This paper presents an analysis of the effectiveness of the support system and user interface of Minecraft Adventurer, a serious game designed for the Hour of Code global event. Although previous studies have primarily focused on the educational benefits of Hour of Code games, there has been limited research on their support methods. Therefore, this paper aims to address this gap with an empirical study of the experience of 104 students who played the game for one hour. Student progress was tracked by an administering teacher and after the game session, a questionnaire was administered to collect data on the participant’s perceptions of the support system, interface efficiency, and overall experience with Hour of Code. The results of the study reveal significant problems with the aforementioned systems, which apply not only to Minecraft Adventurer but also to several other similar serious games. Additionally, the findings showed a correlation between the utilization of the support system and student performance, indicating that student’s comprehension of the support system significantly influences their learning outcomes. This paper concludes by providing potential solutions to address the identified insufficiencies, offering valuable insights for future researchers and game developers on the design and evaluation of serious games for educational purposes.

Elementary teachers’ experiences in online professional development for literacy-focused computer science instruction for all learners

ABSTRACT Background & Context This research focused on an online professional development (PD), the Inclusive Computer Science Model of PD, to support integrating computer science and computational thinking for all learners into K-5 literacy instruction. Objective This research was conducted to understand elementary teachers’ perceptions of the PD. Method We used a qualitative case study methodology to collect multiple sources of perception-focused data from 10 purposefully selected participants in the PD and used a general inductive approach to data analysis. Findings Three themes emerged that focus on teachers’ perceptions, with multiple considerations for how teachers viewed the concept of computer science, the potential for students with disabilities to participate in computer science instruction, and how they considered UDL in this instruction Implications Findings have implications for the potential of computer science integration into elementary literacy instruction and how teachers may independently use computer science instruction that supports all learners in their future teaching.

Grades 7–12 teachers' perception of computational thinking for mathematics and technology

IntroductionAn ongoing trend on a global scale is the integration of computer science and programming in K-12 education. The integration has been motivated by the needs of the present and future labor market but also by the assumption that skills related to computer science and programming are valuable for citizens to navigate an increasingly digitalized society. Computational thinking (CT) is a concept that aims to define and summarize skills associated with programming and computer science and has received wide recognition within research and education. But how do the teachers perceive this concept, and how do they relate it to their own teaching and learning activities? This study aims to investigate and discuss teachers' perceptions of CT in grades 7–12 mathematics and technology.MethodsData have been collected from essay assignments in three instances of a professional development course on fundamental programming for grades 7–12 teachers in mathematics and technology. In the essays, the teachers reflect on CT in relation to mathematics and technology and teaching and learning activities in these subjects. With a theoretical framework for CT, the collected data have been analyzed with a directed content analysis approach to identify categories of interests for CT in relation to grades 7–12 mathematics and technology.ResultsThe results of the study show that the teachers perceive both opportunities and challenges in applying the CT concept in their teaching and learning activities. For example, it can strengthen the subjects through new practices and reinforce old practices, but it could be too complex and perceived as difficult by some students. Furthermore, many of the teachers perceive CT not only to be relevant for mathematics and technology but also for learning in general.DiscussionThe conclusion of the study is that CT has the potential to enhance teaching and learning activities in mathematics, technology, and other STEM subjects. If this should be successful, CT must not be involved too abstractly or too superficially. This study contributes to the discussion on CT in K-12 education, adding the teachers' perspective. The findings of this study can be used by teachers and other stakeholders in the design of classroom activities that apply the CT concept.

Energy Level Prediction of Organic Semiconductors for Photodetectors and Mining of a Photovoltaic Database to Search for New Building Units.

Due to the large versatility in organic semiconductors, selecting a suitable (organic semiconductor) material for photodetectors is a challenging task. Integrating computer science and artificial intelligence with conventional methods in optimization and material synthesis can guide experimental researchers to develop, design, predict and discover high-performance materials for photodetectors. To find high-performance organic semiconductor materials for photodetectors, it is crucial to establish a relationship between photovoltaic properties and chemical structures before performing synthetic procedures in laboratories. Moreover, the fast prediction of energy levels is desirable for designing better organic semiconductor photodetectors. Herein, we first collected large sets of data containing photovoltaic properties of organic semiconductor photodetectors reported in the literature. In addition, molecular descriptors that make it easy and fast to predict the required properties were used to train machine learning models. Power conversion efficiency and energy levels were also predicted. Multiple models were trained using experimental data. The light gradient boosting machine (LGBM) regression model and Hist gradient booting regression model are the best models. The best models were further tuned to achieve better prediction ability. The reliability of our designed approach was further verified by mining the photovoltaic database to search for new building units. The results revealed that good consistency is obtained between experimental outcomes and model predictions, indicating that machine learning is a powerful approach to predict the properties of photodetectors, which can facilitate their rapid development in various fields.

Artificial intelligence in healthcare: Should it be included in the medical curriculum? A students' perspective.

The application of artificial intelligence (AI) in healthcare has increased due to rapid digitization and integration of computer science in all fields. However, the outcome in relation to patient treatment and healthcare delivery is not that visible. The reasons could be non-availability of data, lack of computerization and financial constraints. Besides this, the lack of appropriate teaching at undergraduate level about AI and its medical applications could be an obstacle. Including AI in medical school curriculum and collaboration with faculties of computer science can augment the knowledge of medical students about AI at the graduate level for better application in the real world. This will help the medical profession to prepare their younger fraternity for the future in AI.

Regular scientific paper reading as an approach to improve the outcome of bioinformatics teaching to graduate students of medical majors

Since the elucidation of the double helix structure of DNA molecule and its role of coding for genetic information, rapid progress of biomedical science including the sequencing of macromolecules in the living system has been witnessed. The technique has allowed the study field to evolve from single genes to genome in species. With demand of deposit and analysis of data obtained, a new science bioinformatics has been formed by integration of computer science and biology. Bioinformatics has found wide application in research of different disciplinary in medical science. To facilitate the grasp of its basic theory and practical application by the postgraduate students at the medical school, regular reading of relevant publications has been proposed as an approach to improve the quality of teaching, and its outcome has been evaluated by comparing the scores earned from the identical test papers. The students acquired the designed intervention had higher score in average statistically with p<0.01.

Current trends in artificial intelligence in reproductive endocrinology.

Artificial Intelligence, a tool that integrates computer science and machine learning to mimic human decision-making processes, is transforming the world and changing the way we live. Recently, the healthcare industry has gradually adopted artificial intelligence in many applications and obtained some degree of success. In this review, we summarize the current applications of artificial intelligence in Reproductive Endocrinology, in both laboratory and clinical settings. Artificial Intelligence has been used to select the embryos with high implantation potential, proper ploidy status, to predict later embryo development, and to increase pregnancy and live birth rates. Some studies also suggested that artificial intelligence can help improve infertility diagnosis and patient management. Recently, it has been demonstrated that artificial intelligence also plays a role in effective laboratory quality control and performance. In this review, we discuss various applications of artificial intelligence in different areas of reproductive medicine. We summarize the current findings with their potentials and limitations, and also discuss the future direction for research and clinical applications.

Teaching Mathematics with the Software Engineering Body of Knowledge

It is a fact that employability of the graduates and post-graduates in engineering disciplines does not explicitly require any specific mathematical knowledge. It is unfortunate but true that even though Mathematics is the foundation of computer science it is now being considered as a totally separate subject. The inclusion of topics from Mathematics in the Computing Curricula all over the world has often times been very tough to justify. Mathematical foundations any beyond the first year in a typical Undergraduate Engineering programme are rarely found in the computing curricula today. The author is associated with working on teaching computer science to K-12 schools. Integrating Computer Science and Mathematics has a huge potential but so are the risks. The focus is the IEEE Software Engineering Body of Knowledge [SWEBOK].

Equity-based CS Case Study: An Approach to Exploring White Teachers’ Conceptions of Race and Racism in a Professional Development Setting

Here, we present the results of a study of in-service teachers’ responses to equity-based case study vignettes focused on racialized classroom incidents. This study was conducted in the context of an ongoing research practice partnership aimed at integrating computer science concepts in elementary grades. Our work took place in a public school district that enrolls primarily students of color, while largely employing White teachers and administrators. Using a racial literacy framework [Guinier 2004 ], we conceptualized a continuum and developed codes to analyze teachers’ responses from racially liberal to racially literate. Our results describe a range of positions across the continuum, including those consistent with the racial liberalism viewpoint that expresses individualistic views of meritocracy and colorblindness that sometimes supports a deficit view of students, those that reside in the middle who validate equity work through minimal acknowledgment yet find ways to resist further engagement with race or equity, and those who express views consistent with racial literacy practices including student-centered perspectives, asset-orientations, and the willingness to engage race directly. Further, our results indicate that teachers may express contradictory views or views across the continuum. These findings point to the developmental nature of racial literacy and the difficulty of unlearning racist mindsets. We discuss the efficacy of our case study design: anonymized, locally derived vignettes, and our case study learning activity design: written reflections, small group dialogues, and whole group share-outs in supporting teacher reflection and learning. Finally, we demonstrate the special leadership role of teachers who are moving toward racial literacy.

Computer‐Aided Living Polymerization Conducted under Continuous‐Flow Conditions†

Comprehensive SummaryContinuous‐flow techniques have promoted the development of synthetic chemistry due to advantages such as outstanding mass/heat transfer, on‐demand scalability, improved safety, precise regulation on reaction parameters, etc. Recently, the combination of flow polymerization with computer science has gained considerable interests, leading to a variety of cutting‐edge synthetic techniques. This review summarizes emerging achievements realized via the integration of computer science and living flow polymerizations, including 1) high‐throughput living polymerizations in flow, 2) programmable regulations of dispersity profile, sequence and topology for polymers, 3) modular design with online monitoring, as well as 4) self‐optimized living polymerizations in flow. We expect that this summary will furnish informative knowledge to scientists in related directions and inspire new ideas to further empower on‐demand polymer engineering with modern techniques.

A defect detection system for wire arc additive manufacturing using incremental learning

In more recent times, research on various aspects of the Wire Arc Additive Manufacturing (WAAM) process has been conducted, and efforts into monitoring the WAAM process for defect identification have increased. Rapid and reliable monitoring of the WAAM process is a key development for the technology as a whole, as it will enable components produced by the process to be qualified to relevant standards and hence be deemed fit for use in applications such as those found in the aerospace or naval sectors. Intelligent algorithms provide inbuilt advantages in processing and analysing data, especially for the large data sets generated during the long manufacturing cycles. Interdisciplinary engineering (IDE) furnishes a concept integrating computer science and industrial system manufacturing engineering together to treat large amounts of process monitoring data. In this work, a WAAM process monitoring and defect detection system integrating intelligent algorithms is presented. The system monitors welding arc current and voltage signals produced by the WAAM process and makes use of a support vector machine (SVM) learning method to identify disturbances to the welding signal which indicate the presence of potential defects. The incremental machine learning models developed in this work are trained via statistical feature analysis of the welding signals and a novel quality metric that improves detection rates is also presented. The incremental learning approach provides an efficient means of detecting welding-based defects, as it does not require large quantities of data to be trained to an operational level (addressing a major drawback of other machine learning methods). A case study is presented to validate the developed system, results show that it was able to detect a set of defects with a success rate greater than 90% F1-score.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+), offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

Research on seismic technology of civil engineering structure based on GIS system

The development and application of seismic technology in civil engineering structures is of great significance to extend the service life of buildings and improve the overall quality of buildings, so it is necessary to further strengthen the research on it. Geographic Information System (GIS) is a new subject integrating computer science, informatics, geography and other sciences. Because of its rapid and convenient management of massive data, GIS has been widely used in the fields of resource development, environmental protection, urban planning and construction, disaster monitoring and evaluation, etc. GIS is used to manage and analyze the data, and the damage detection module in the system is used to realize the structural damage identification. And use that special thematic analysis function of GIS to display the data on the map in the form of statistical graph, so that users can find the damage position more directly and clearly.

Teaching Computer Science with CLIL Methodology

In this paper, methodological and organizational aspects of applying CLIL methodology in teaching computer science for students of universities are analyzed. It is shown that European countries, as well as the United Kingdom, the United States of America, and Canada, where part of the curriculum has been taught in a foreign language for several decades, are most actively introducing content and language integration and promoting an interdisciplinary approach to education. CLIL methodology features and benefits are identified, namely, a comprehensive focus, stimulating learning environment, authenticity, active learning, gradual learning and collaboration. The peculiarity of CLIL methodology is that its use requires a stable elementary skill in the grammar of a foreign language, as well as knowledge of subject-specific language. In accordance with various conditions, CLIL model can be presented in various forms: it can be a full course of a foreign language discipline, a module from a specific topic area, a part of any course, a project, a laboratory workshop, and a research, too. The paper presents a plan for computer science lectures and labs in a foreign language, which contains seven stages, each of which is performed in English. Integration of computer science and teaching in English at the Kremenchuk Mykhailo Ostrohradskyi National University is implemented using developed bilingual course program “Computer for beginners”. The course content includes a study of the material necessary for obtaining skills in using modern ICT and a personal computer using English glossary. Conclusions are drawn regarding conditions and principles of teaching computer science in a foreign language. The scientific novelty of the work is that for the first time a comprehensive analysis of the expediency of using CLIL methodology was carried out at the Kremenchuk Mykhailo Ostrohradskyi National University. The practical significance of the work is that its results can be used for further implementation of content and language integration in Ukraine universities. The development of new content and language integrated courses with CLIL methodology for teaching courses in a foreign language is considered promising.

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and its validation through a large-scale pilot study in the administrative region of the Canton Vaud in Switzerland. Approximately 350 primary school teachers followed a mandatory CS continuing professional development program (CPD) of adapted format with a curriculum scaffolded by instruction modality. This included CS Unplugged activities that aim to teach CS concepts without the use of screens, and Robotics Unplugged activities that employed physical robots, without screens, to learn about robotics and CS concepts. Teachers evaluated positively the CPD and their representation of CS improved. Voluntary adoption rates reached 97% during the CPD and 80% the following year. These results combined with the underpinning literature support the generalisability of the model to other contexts.

INCREASING THE EFFICIENCY OF TEACHING AT A SCHOOL FOR CHILDREN WITH HEARING DISABILITIES BY CONDUCTING INTEGRATED CLASSES OF PHYSICS AND INFORMATICS

This article describes the results of experimental research work on studying the impact of integrative approach to the quality of teaching children with hearing disabilities. Examples of establishing interdisciplinary relationships with various academic disciplines from the personal practice of the doctoral student are given and their methodological significance are substantiated. The process of integrating computer science lessons with other academic disciplines, combining practical orientation, new technologies, and the establishment of interdisciplinary connections, is substantiated. It is argued that this approach is justified as an interesting and promising area of pedagogical activity in a special school. The methodology of increasing the cognitive activity of students with the help of computer modeling of physical processes and phenomena is given, the efficiency of applying such methodology at a special school is determined. Options of applying information technologies at integrated classes are considered.

Book Review: Creative Coding: Lessons and Strategies to Teach Computer Science Across the 6-8 Curriculum

Integrating computer science (CS) instruction into K–12 classrooms is now part of education reform in many school systems throughout the United States (Tate, 2018). Currently, forty-four states have adopted at least one of nine policies for providing students access to CS education (Tate, 2018). Moreover, this trend has also created suggestions and efforts to include CS into technology and engineering (TE Hacker, 2018; Love & Strimel, 2016). To help educators with making this transition, in this first edition, Caldwell provides the K–8 educational community assistance in developing foundational knowledge of both CS and coding as well as tips for collaboration. As teachers build their knowledge of CS, the book also provides them with lessons, strategies, and technology tools that connect computational thinking, coding, and aspects of CS to English language arts, mathematics, science, social studies, and other content and subject areas.

Course syllabi in GIS programming: Trends and patterns in the integration of computer science and programming

Understanding of fundamentals of computer science and abilities in programming are becoming more important components of the GIS practitioner's skillset. As the frontiers of GIS expand into areas of inquiry and modes of operation which require such domain capabilities, teaching and instruction in GIS must begin that shift as well. And while the knowledge, skills, and practices of the GIS practitioner have always been in flux, the range of potential topics from computer science and programming to integrate into GIS instruction is a major pedagogical challenge. This paper examines a range of syllabi from variant GIS programming courses to explore the landscape of programming coursework. Through content analysis, these syllabi reveal three general themes: courses built on learning scripting with Python, courses built on learning fundamentals of WebGIS, and courses built on learning fundamentals in geodatabase design and management. While each of these focus areas are impactful skills for GIS learners to explore, there is by no means any consistency or cohesion in how GIS programming courses operate, nor does there seem to be any general resources or approaches to unify course design. More work is necessary among GIS instructors to begin building evidence‐based practices in GIS programming instruction.

Ants Go Marching—Integrating Computer Science into Teacher Professional Development with NetLogo

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and self-efficacy to adequately and effectively integrate CS into existing curricula. In this study, 30 pre-collegiate teachers who represent a wide band of experience, grade-levels, and prior CS familiarity participated in a 16-day professional development (PD) course to enhance their content knowledge and self-efficacy in integrating CS into existing lessons and curricula. Using both qualitative and quantitative methodology, a social constructivist approach guided the researchers in the development of the PD, as well as the data collection and analysis on teacher content knowledge and perceptions through a mixed-methods study. Ultimately, participants were introduced to CS concepts and practices through NetLogo, which is a popular multi-agent simulator. The results show that although the pre-collegiate teachers adopted CS instruction, the CS implementation within their curricula was limited to the activities and scope of the PD with few adaptations and minimal systemic change in implementation behaviors.