A design model for the development of non-traditional educational activities

Aboutajedyne, Imane; Houssaini, Mouna Squalli; Aboutajeddine, Ahmed; Alj, Yassine Salih; Mohajir, Mohammed El

doi:10.1109/cist49399.2021.9357317

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…Similarly, in education contexts, participatory design research studies enlist youth as data journalists and historians to tell geolocation data stories of communities using youth-driven questions with accessible technological tools for data collection and analysis (see e.g., Taylor, 2020;Williams et al, 2014). Analytic tools aligned to task, needs, and expertise is critical to breaking down barriers to accessibility, redistributing who has the agency to solve problems, and empowering youth as designers (Aboutajedyne et al, 2021;.…”

Section: Participatory Community Science: Generating Stem Knowledgementioning

confidence: 99%

Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering

Elliott

Loh

Psenka

et al. 2023

JID

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Society faces emerging challenges that require re-envisioning what it means to know and use science, technology, engineering, and mathematics (STEM) and who are STEM scientists. We advocate for a transdisciplinary framework for participatory STEM learning based on the culmination of the authors’ designing and complemented by reviews of extant works in youth STEM learning and engagement. Data literacy, geospatial reasoning, and community science are cornerstones in our framework because of their power to leverage and integrate the four STEM disciplines. Youth with their families are authors and designers in community problem-solving using data literacy and geospatial reasoning through participatory community science to question, analyze, and design solutions empowered by their lived experiences. Through partnerships with community organizations, families, youth, and STEM practitioners, we discuss how to develop and use tools and methods to design and build better spaces for youths’ communities. Our aim is for more authentic, inclusive, and empowering learning opportunities that broaden youths’ STEM participation. We describe our framework and the underlying commitments, design principles, expected outcomes, and limitations.

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Section: Participatory Community Science: Generating Stem Knowledgementioning

confidence: 99%

Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering

Elliott

Loh

Psenka

et al. 2023

JID

View full text Add to dashboard Cite

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The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools

David,

Yusnidar,

Laukanova

et al. 2024

Intv. Ind. J. of. Math. Ed

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Purpose of the study: This study aims to analyze the effect of the Problem-Based Learning (PBL) model integrated with ethnomathematics on students' critical thinking skills, considering the mediating role of curiosity. Methodology: This study uses a quantitative approach using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to evaluate the relationship between variables. Indicators for the PBL model include understanding of ethnomathematics concepts, cultural relevance, student engagement, and effectiveness in learning. Critical thinking skills are assessed through basic clarification, inference, and strategy, while curiosity is measured by attention, questioning, and comparison. Main Findings: The results showed that the ethnomathematics-based PBL model significantly improved students' critical thinking skills, with a direct effect of 0.68 and a total effect of 0.92 when mediated by curiosity (indirect effect 0.24). This model explains 62% of the variance in critical thinking skills and 29% in curiosity. This study introduces a novel integration of cultural context into a PBL framework, showing that embedding local traditions enhances cognitive engagement and critical thinking in a meaningful way. Novelty/Originality of this study: The findings suggest that incorporating ethnomathematics into PBL not only enhances cognitive skills but also fosters curiosity, offering an effective and culturally responsive teaching strategy.

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A design model for the development of non-traditional educational activities

Cited by 2 publications

References 6 publications

Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering

Advancing transformative STEM learning: Converging perspectives from education, social science, mathematics, and engineering

The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools

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