Titlebook: Evolution of STEM-Driven Computer Science Education; The Perspective of B Vytautas Štuikys,Renata Burbaitė Book 2024 The Editor(s) (if appl

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Introducing Data Science Concepts into STEM-Driven Computer Science Education IoT. Data appears in three formats (structured, semi-structured, and unstructured). Currently, with the IoT technology, we are gradually entering into the era of ‘big data’. Before use, we need first to extract, collect, store, analyse, classify, and process data in various ways to be useful for mu

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A Vision for Introducing AI Topics: A Case Studyround and key (general) AI concepts, (ii) a framework for introducing AI as much as possible systematically, and (iii) the methodology explaining the implementation of the proposed framework. This framework takes into account the “five big ideas” proposed by Touretzky et al., the TPACK framework and

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Speech Recognition Technology in K–12 STEM-Driven Computer Science Educationand Task 3) are under investigation, though to a different extent. Task 1 concerns the basic concepts of SR with as many details as possible for learning. Task 2 is about the voice spectral analysis. We outline it without implementation, i.e., as future work. Both are independent of using robotics i

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Introduction to Artificial Neural Networks and Machine Learningation. The content of this chapter consists of the following topics: (i) overview of the operating tasks (research questions) and proposed methodology (RQ1), (ii) background with a definition of basic terms and models related to ANNs and ML (RQ2), (iii) motivating example and its ML algorithm (with

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Overall Evaluation of This Book Concepts and Approachesientific, technological, and other aspects; (ii) re-evaluation of the discussed topics by indicating some difficulties and drawbacks; and (iii) formulation research topics for future work to evolve STEM-driven CS education, including a vision of integrating this paradigm with precision education.

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