hasan guleryuz - Academia.edu (original) (raw)

Papers by hasan guleryuz

Education and Information Technologies

STEM education focusing on students' 21st-century skills aims to increase interest in eng... more STEM education focusing on students' 21st-century skills aims to increase interest in engineering fields such as 3D printing and robotics programming, which have an important place in the future education system. This study aims to examine the impact of STEM activities with robotics programming and 3D printer on teacher candidates ' STEM awareness and STEM self-sufficiency. 37 science teacher candidates participated in the 12-week study. The mixed research method was used in this study. Quantitative data were obtained through the STEM awareness scale and self-sufficiency scale. Qualitative data were obtained through field notes and structured interview forms. According to the findings of the study, there is a positive significant difference in the level of STEM awareness and STEM self-sufficiency of teacher candidates. Within the scope of the study, robotics programming and 3D printer training were given to teacher candidates and activities were conducted. Four robotics programming and one 3D printer activities were conducted. Arduino IDE and Fritzing programs were taught for robotics programming activity. 3D Builder Zaxe PLA program was taught for 3D printer activity. As a result of robotics programming and 3D printer activities, an obstacle detection device was designed for the visually impaired. Thanks to robotics programming and 3D printer activities, teacher candidates' 21st-century skills have developed. Moreover, it is observed that they can more easily adapt to the digital age. In addition, within the scope of STEM, teacher candidates' interest in technology, engineering increased as well as science subjects.

International journal of engineering technologies and management research, Apr 26, 2022

STEM education focusing on students' 21st century skills aim to increase interest in engi... more STEM education focusing on students' 21st century skills aim to increase interest in engineering fields such as 3D printing and robotics coding, which have an important place in the future education system. The aim of this study is to examine the effect of 3D printing and robotics coding STEM activities on the 21st century learner skills of teacher candidates and its sub dimensions (Autonomous, Cognitive, Innovativeness, Flexibility, and Collaboration). 37 science teacher candidates participated in the study which lasted 13 weeks. In this study, mixed research method was used. Quantitative data was obtained through 21st Century Learner Skills Use Scale and qualitative data was taken from the field notes and semi-structured interview. According to the study's findings, teacher candidates used the 21st century learner skills and its sub dimensions at an advanced level. Within the scope of the study, 3D printing, and robotics coding trainings were given to science teacher candidates within the scope of STEM education and activities were made within the scope of these trainings. Four activities were done for 3D printing and three activities for robotics coding. Out of 3D printer programs, 3D-Builder and Zaxe (Destop) PLA were taught. Arduino-IDE and Fritzing for circuit diagram from robotic coding programs were taught. With robotics coding and 3D printing STEM activities, teacher candidates improved 21st century skills such as critical thinking, collaborating, communicating, productivity and creativity. In addition, they have a positive attitude towards science-technology- engineering-mathematics.

DOCTORAL DISSERTATION THE EFFECTS OF 3D PRINTER AND ROBOTIC CODING APPLICATIONS ON 21st CENTURY L... more DOCTORAL DISSERTATION THE EFFECTS OF 3D PRINTER AND ROBOTIC CODING APPLICATIONS ON 21st CENTURY LEARNING SKILLS, STEM AWARENESS AND STEM TEACHER SELF-EFFICIENCY OF PRESERVICE TEACHERS Hasan GÜLERYÜZ September 2020, 179 Pages Purpose: The aim of this study is to investigate whether it has an effect on the level of use of 21st century learner skills, STEM awareness and STEM applications of 3D printer and robotic coding applications applied to 3rd grade pre-service teacher swithin the scope of STEM education at Muş Alparslan University. Method: In this study a mixed design, in which quantitative and qualitative methods are used together, was used. The study group consists of 22 girls and 15 boys, a total of 37 teacher candidates. 21st century learner skills, STEM awareness and STEM applications teacher self-efficacy scale were used as data collection tools for quantitative data. For qualitative data, student interview form questions about 21st century learner skills, STEM education, 3D printer and robotic coding applications were used. Inapplications3D Builder, zaxe (Desktop) PLA for slicing, Arduino IDE, Fritzing programs for circuit diagram were taught. As a result of 3D printer and robotic coding applications, obstacle detection sensors for the visually impaired have been successfully made. Findings: In quantitative studies, it is seen that there is a positive significant difference in thepre-test and post-test results performed to determine the levels of 21st century learner skills use, STEM awareness levels and STEM applications teacher self-efficacy levels. In qualitative studies, positive feedback was obtained from the student interview form questions about 21st century learner skills, STEM education, 3D printer and robotic coding applications directed to prospective teachers and presented in tables. Results: 21st century learner skills, 3D printer and robotic coding applications made within the scope of STEM education had a positive and significant effect on prospective teachers. The preservice teachers stated that the applications made within the scope of STEM education increased the interestand attitude towards science and that the applications were instructive, fun and useful. Keyword: STEM education, 21st century learner skills, 3Dprinter applications, robotic coding applications, Science

International Journal of Research -GRANTHAALAYAH, 2021

The inclusion of integrated structures and interdisciplinary relations in education and inclusion... more The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities. Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course. Method: 37 science teacher candidates participated in the 7 week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different discipline...

International Journal of Engineering Technologies and Management Research, 2021

STEM education, which focuses on improving students' 21st century skills, aims to increase in... more STEM education, which focuses on improving students' 21st century skills, aims to increase interest in engineering professions that have a very important place in the future of the world. Due to continuous innovation in technologies, it is critical to provide STEM and robotics coding training to students. Knowing the content of studies in our country related to STEM is of great importance for awareness of its use in science course. The aim of this study is to investigate the effect of robotics coding STEM activities on teacher candidates ' awareness of their use in science course. 37 science teacher candidates participated in the 12-week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. As part of STEM activities, it is aimed to teach teacher candidates Robotics Coding. In the activities, Arduino IDE, Fritzing programs were taught. Robotics coding STEM activities have had a positive im...

DOCTORAL DISSERTATION THE EFFECTS OF 3D PRINTER AND ROBOTIC CODING APPLICATIONS ON 21st CENTURY L... more DOCTORAL DISSERTATION
THE EFFECTS OF 3D PRINTER AND ROBOTIC CODING APPLICATIONS ON 21st CENTURY LEARNING SKILLS, STEM AWARENESS AND STEM TEACHER SELF-EFFICIENCY OF PRESERVICE TEACHERS
Hasan GÜLERYÜZ
September 2020, 179 Pages
Purpose: The aim of this study is to investigate whether it has an effect on the level of use of 21st century learner skills, STEM awareness and STEM applications of 3D printer and robotic coding applications applied to 3rd grade pre-service teacher swithin the scope of STEM education at Muş Alparslan University.
Method: In this study a mixed design, in which quantitative and qualitative methods are used together, was used. The study group consists of 22 girls and 15 boys, a total of 37 teacher candidates. 21st century learner skills, STEM awareness and STEM applications teacher self-efficacy scale were used as data collection tools for quantitative data. For qualitative data, student interview form questions about 21st century learner skills, STEM education, 3D printer and robotic coding applications were used. Inapplications3D Builder, zaxe (Desktop) PLA for slicing, Arduino IDE, Fritzing programs for circuit diagram were taught. As a result of 3D printer and robotic coding applications, obstacle detection sensors for the visually impaired have been successfully made.
Findings: In quantitative studies, it is seen that there is a positive significant difference in thepre-test and post-test results performed to determine the levels of 21st century learner skills use, STEM awareness levels and STEM applications teacher self-efficacy levels. In qualitative studies, positive feedback was obtained from the student interview form questions about 21st century learner skills, STEM education, 3D printer and robotic coding applications directed to prospective teachers and presented in tables.
Results: 21st century learner skills, 3D printer and robotic coding applications made within the scope of STEM education had a positive and significant effect on prospective teachers. The preservice teachers stated that the applications made within the scope of STEM education increased the interestand attitude towards science and that the applications were instructive, fun and useful.
Keyword: STEM education, 21st century learner skills, 3Dprinter applications, robotic coding applications, Science

STEM ACTIVITIES MADE WITH 3D PRINTER; THE EFFECT ON AWARENESS OF TEACHER CANDIDATES REGARDING ITS USE IN SCIENCE LESSONS, 2021

The inclusion of integrated structures and interdisciplinary relations in education and inclusion... more The inclusion of integrated structures and interdisciplinary relations in education and inclusion in course curricula in the world has become even more important with the prominence of STEM education in the world. STEM means the inclusion of project-based applications in education within an integrated structure with science, technology, mathematics and engineering activities. Motivation/Background: It is noted that the majority of STEM research in our country is focused on science education. The aim of this study is to investigate the effect of 3D printing STEM activities on teacher candidates ' awareness of their use in science course. Method: 37 science teacher candidates participated in the 7-week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. Results: Thanks to 3D STEM activities, teacher candidates achieved to create a realistic product by using their knowledge in different disciplines such as science, mathematics, technology, and engineering and 21st century skills. Conclusions: According to the results of the research, the usage of 3D printer in a science course creates awareness in teacher candidates in terms of three-dimensional thinking and learning experience.

THE IMPACT OF ROBOTICS CODING AND 3D PRINTING STEM ACTIVITY ON 21ST CENTURY LEARNER SKILLS OF TEACHER CANDIDATES, 2022

STEM education focusing on students' 21st century skills aim to increase interest in engineering ... more STEM education focusing on students' 21st century skills aim to increase interest in engineering fields such as 3D printing and robotics coding, which have an important place in the future education system. The aim of this study is to examine the effect of 3D printing and robotics coding STEM activities on the 21st century learner skills of teacher candidates and its sub dimensions (Autonomous, Cognitive, Innovativeness, Flexibility, and Collaboration). 37 science teacher candidates participated in the study which lasted 13 weeks. In this study, mixed research method was used. Quantitative data was obtained through 21st Century Learner Skills Use Scale and qualitative data was taken from the field notes and semi-structured interview. According to the study's findings, teacher candidates used the 21st century learner skills and its sub dimensions at an advanced level. Within the scope of the study, 3D printing, and robotics coding trainings were given to science teacher candidates within the scope of STEM education and activities were made within the scope of these trainings. Four activities were done for 3D printing and three activities for robotics coding. Out of 3D printer programs, 3D-Builder and Zaxe (Destop) PLA were taught. Arduino-IDE and Fritzing for circuit diagram from robotic coding programs were taught. With robotics coding and 3D printing STEM activities, teacher candidates improved 21st century skills such as critical thinking, collaborating, communicating, productivity and creativity. In addition, they have a positive attitude towards science-technology-engineering-mathematics.

The Effect of Robotic Coding (Mblock -Arduino) Activities on Students' Self-efficacy and Attitudes, 2022

The purpose of this study is to determine the effect of robotic activities (mblock-arduino) on st... more The purpose of this study is to determine the effect of robotic activities (mblock-arduino) on students' attitudes towards coding and their self-efficacy. Within the scope of the study, 14-week robotic coding activities were planned, followed by 43 8 th grade students. Qualitative research method was used in this study. In order to collect the research data, self-proficiency perception scale for block-based programming and robotics attitude scale were applied as pre-test and post-test. For dependent samples, t-test was applied and analyses were performed. According to the findings of the study, there was a significant increase in students' positive attitudes towards coding, and students' self-efficacy for coding. Robotic coding (mblock-Arduino) trainings were given and activities were made within the scope of these trainings. 5 activities related to robotic coding were performed. mBlock-Arduino for robotic coding and Fritzing programs for circuit diagram were taught. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding, students' self-efficacy for coding, and students' permanent learning.

Robotic coding and 3D printer with STEM activities; the effect of science teacher candidates on STEM awareness and STEM self-efficacy, 2022

STEM education focusing on students' 21st-century skills aims to increase interest in engineering... more STEM education focusing on students' 21st-century skills aims to increase interest in engineering fields such as 3D printing and robotics programming, which have an important place in the future education system. This study aims to examine the impact of STEM activities with robotics programming and 3D printer on teacher candidates ' STEM awareness and STEM self-sufficiency. 37 science teacher candidates participated in the 12-week study. The mixed research method was used in this study. Quantitative data were obtained through the STEM awareness scale and self-sufficiency scale. Qualitative data were obtained through field notes and structured interview forms. According to the findings of the study, there is a positive significant difference in the level of STEM awareness and STEM self-sufficiency of teacher candidates. Within the scope of the study, robotics programming and 3D printer training were given to teacher candidates and activities were conducted. Four robotics programming and one 3D printer activities were conducted. Arduino IDE and Fritzing programs were taught for robotics programming activity. 3D Builder Zaxe PLA program was taught for 3D printer activity. As a result of robotics programming and 3D printer activities, an obstacle detection device was designed for the visually impaired. Thanks to robotics programming and 3D printer activities, teacher candidates' 21st-century skills have developed. Moreover, it is observed that they can more easily adapt to the digital age. In addition, within the scope of STEM, teacher candidates' interest in technology, engineering increased as well as science subjects.

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2018

Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının Bloom'un B... more Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının Bloom'un Bilişsel Alan Taksonomisine göre analizini yapıp, soruların nasıl bir dağılım gösterdiğini bulmaya çalışmaktır. Araştırmada nitel araştırma yaklaşımı çerçevesinde doküman inceleme yöntemi kullanılmıştır. Bu amaçla, 2013-2014 eğitim öğretim yılında Muş merkezde bulunan toplam 29 Fen Bilimleri öğretmeninden, Fen Bilimleri dersine ait 4868 adet yazılı sınav sorusu elde edilmiştir. 1. ve 2. döneme ait yazılı sınav sorusu alınmıştır. Bu soruların analizleri uzman görüşleri doğrultusunda yapılmıştır. 29 Fen Bilimleri öğretmeninden 21 öğretmenle mülakat yapılıp çıkan sonuçların sebepleri araştırılmıştır. Bloom'un Bilişsel Alan Taksonomisine göre yapılan analizler neticesinde toplam soruların %59,5'i bilgi, %20,4'ü kavrama, %13,4'ü uygulama, %5,2'i analiz, %1,5'i sentez ve %0'ı değerlendirme düzeyinde olduğu saptanmıştır.

Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2020

Bu çalışmanın amacı STEM uygulamaları kapsamında, kodlama eğitimine yönelik fen bilimleri öğretme... more Bu çalışmanın amacı STEM uygulamaları kapsamında, kodlama eğitimine yönelik fen bilimleri öğretmen adaylarının görüşlerini ortaya çıkarmaktır. Bu kapsamda çalışmaya gönüllülük esasına göre, 2018-2019 eğitim ve öğretim yılında bir devlet üniversitesinde okuyan Fen Bilgisi Öğretmenliği 3. Sınıf öğretmen adayları katılmıştır. Çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışmanın verileri, STEM uygulamaları kapsamında kodlama eğitimi alan 37 kişilik bir çalışma gurubu ile yarı yapılandırılmış öğrenci görüşme soruları kullanılarak toplanmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Çalışma sonunda öğretmen adayları STEM uygulamaları kapsamında verilen kodlama eğitiminin öğrenmede teoriden çok uygulamaya yönelttiği, öğrenmede kalıcılığın artırdığı, zevk alarak öğrenmeyi sağladığı, sistematik ve alternatif düşünme becerilerinin geliştirdiğini beyan etmişlerdir. Bu çalışma STEM eğitimi kapsamında fen bilimleri ve kodlamanın bütünleştirilmesi ile anlaşılması zor olan soyut bazı fen kavramlarının somutlaştırılarak, öğrenmenin kalıcı ve daha anlamlı olmasının sağlandığını göstermektedir.

Dergipark , 2017

Öz Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının soru bi... more Öz Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının soru biçimlerine göre analizini yaparak soruların nasıl bir dağılım gösterdiğini bulmaya çalışmaktır. Araştırmada nitel araştırma yaklaşımı çerçevesinde doküman inceleme yöntemi kullanılmıştır. Bu amaçla Muş merkezde bulunan toplam 29 Fen Bilimleri öğretmeninden, 2013-2014 eğitim-öğretim yılında Fen Bilimleri dersi 1. ve 2. dönemine ait toplam 4868 adet yazılı sınav sorusu elde edilmiştir. Bu soruların analizleri uzman görüşleri doğrultusunda yapılmıştır. 29 Fen Bilimleri öğretmeni arasından 21 öğretmenle mülakat yapılarak, ortaya çıkan sonuçların nedenleri araştırılmıştır. Soru biçimlerinin analiz sonucuna göre, soruların %21'i doğru-yanlış, %6 eşleşmeli, %27,5'i boşluk doldurma, %43,4'ü çoktan seçmeli ve %2,1'i de açık uçlu (klasik) soru türünde hazırlandığı görülmüştür. Abstract The purpose of the study is to analyzese condary school 5, 6,7 and 8 th grade science and technology course exam questions according to question forms and to try to find out what kind ofa distribution the questions have. In this research study, document analysis method was used in the framework of the qualitative research approach. For this purpose,4868science and technology questions, formed in first and second semesters of the course, have been taken from 29teachersworking in the center of Muş in 2013-2014 School Year. Analysis of these questions was conducted in accordance with expert opinion. According to the results of analysis of question format, it is seen that 21% of the questions were true-false, %6 of the questions were matching, 27,5% of the questions were filling in the gap, 43,4% of the questions were multiple-choice and 2,1% of the questions were open-ended.

Dergipark , 2018

Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının Bloom’un ... more Araştırmanın amacı, ortaokul 5, 6, 7 ve 8. sınıf Fen Bilimleri dersi sınav sorularının Bloom’un
Bilişsel Alan Taksonomisine göre analizini yapıp, soruların nasıl bir dağılım gösterdiğini bulmaya
çalışmaktır. Araştırmada nitel araştırma yaklaşımı çerçevesinde doküman inceleme yöntemi
kullanılmıştır. Bu amaçla, 2013–2014 eğitim öğretim yılında Muş merkezde bulunan toplam 29 Fen
Bilimleri öğretmeninden, Fen Bilimleri dersine ait 4868 adet yazılı sınav sorusu elde edilmiştir. 1.
ve 2. döneme ait yazılı sınav sorusu alınmıştır. Bu soruların analizleri uzman görüşleri doğrultusunda
yapılmıştır. 29 Fen Bilimleri öğretmeninden 21 öğretmenle mülakat yapılıp çıkan sonuçların
sebepleri araştırılmıştır. Bloom’un Bilişsel Alan Taksonomisine göre yapılan analizler neticesinde
toplam soruların %59,5’i bilgi, %20,4’ü kavrama, %13,4’ü uygulama, %5,2’i analiz, %1,5’i sentez
ve %0’ı değerlendirme düzeyinde olduğu saptanmıştır.

Dergipark , 2019

Özet Bu çalışmanın amacı STEM uygulamaları kapsamında 3D yazıcı kullanımına yönelik fen bilimler... more Özet
Bu çalışmanın amacı STEM uygulamaları kapsamında 3D yazıcı
kullanımına yönelik fen bilimleri öğretmen adaylarının görüşlerini ortaya çıkarmaktır.
Nitel araştırma yöntemi kullanılmıştır. Araştırmada veriler, yarı yapılandırılmış
soruların bulunduğu görüş formu kullanılarak toplanmıştır. Toplanan veriler içerik
analizi yöntemi ile analiz edilmiştir. Bu çalışmaya gönüllülük esasına göre Fen Bilgisi
Öğretmenliği üçüncü sınıfta öğrenim gören 37 öğretmen adayı katılmıştır. Çalışmaya
katılan öğretmen adaylarına yarı yapılandırılmış görüşme soruları sorulmuştur.
Çalışma sonunda 21 yy becerileri olarak ön plana çıkan ve bilgiyi somutlaştırma
fırsatını sağlayan ortamlarda STEM eğitiminin öğrencilere; problem çözme, analiz ve
sentez gibi üst düzey zihinsel becerileri daha etkin kazandırdığı tespit edilmiştir. 3D
yazıcı kullanımı ile öğrenciler, tasarladıkları soyut objeleri somut hale kolayca
dönüştürebilmektedirler. Böylece, tasarımlarını günlük hayatta da karşılığını
görmeleri ve dokunabilmeleri öğrenciler için benzersiz bir deneyim olmaktadır. Bu
çalışmada öğretmen adayları, tasarım yeteneği kazanmışlar ve bu sayede çevrelerinde
gördükleri problemleri tespit edip bunlara tasarım programlarını kullanarak çözümler
üretmeye başlamışlardır. Ayrıca öğretmen adaylarının 3D Yazıcıları kullanmaları
onların çözüm odaklı ve daha üretken olmalarını sağladığı tespit edilmiştir. Araştırma
sonucunda öğretmen adayları 3D yazıcıları; öğrenmede kolaylık sağlayan, bilgileri
somutlaştıran, öğrenme sürecinde materyal desteği sağlayan ve 21 yy becerilerine ait
olan bir teknoloji olarak tanımlamışlardır.
Anahtar Kelime: STEM Uygulamaları, 3D Yazıcı Kullanımı, Öğretmen Adaylarının
Görüşleri
Abstarct
The aim of this study is to reveal the opinions of prospective science teachers
about the use of 3D printers within the scope of STEM applications. Qualitative
research method was used. In the research, the data were collected using the opinion
form containing semi-structured questions. The collected data were analyzed by
content analysis method. In this study, 37 prospective teachers who participated in the
third grade of Science Teacher Education participated on a voluntary basis. Semi-
structured interview questions were asked to pre-service teachers. At the end of the
study, STEM education was given to students in 21st century skills and environments that provided the opportunity to concretize knowledge; problem solving, analysis and
synthesis. With the use of 3D printer, students can easily transform the abstract objects
they design into concrete. Thus, it is a unique experience for students to see and touch
their designs in daily life. In this study, pre-service teachers gained design skills and
in this way, they identified the problems they saw around them and started to produce
solutions by using design programs. In addition, it has been found that preservice
teachers' use of 3D Printers makes them solution-oriented and more productive. As a
result of the research, the prospective teachers used 3D printers; They are defined as
a technology that makes learning easier, embodies knowledge, provides material
support in the learning process and belongs to 21st century skills.
Keywords: STEM Applications, 3D Printer Usage, Pre-service Teachers' Opinions

Volume 8 issue 11 by hasan guleryuz

International Journal of Engineering Technologies and Management Research, 2021

STEM education, which focuses on improving students' 21st century skills, aims to increase intere... more STEM education, which focuses on improving students' 21st century skills, aims to increase interest in engineering professions that have a very important place in the future of the world. Due to continuous innovation in technologies, it is critical to provide STEM and robotics coding training to students. Knowing the content of studies in our country related to STEM is of great importance for awareness of its use in science course. The aim of this study is to investigate the effect of robotics coding STEM activities on teacher candidates ' awareness of their use in science course. 37 science teacher candidates participated in the 12-week study. Qualitative research method was used in this study. Qualitative data was taken from the field notes and semi-structured interview. As part of STEM activities, it is aimed to teach teacher candidates Robotics Coding. In the activities, Arduino IDE, Fritzing programs were taught. Robotics coding STEM activities have had a positive impact on teacher candidates. Teacher candidates reported that activities increased their interest and attitude to science, and that they were instructive, fun, and useful. Teacher candidates expressed that robotics coding activities integrated into education system enabled making learning permanent.