Can you create? Visualising and modelling real-world mathematics with technologies in STEAM educational settings

Haas, Ben; Lavicza, Zsolt; Houghton, Tony; Kreis, Yves

doi:10.1016/j.cobeha.2023.101297

Cited by 7 publications

(5 citation statements)

References 32 publications

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“…Romano et al [56] have already called for the creation of augmented reality by preservice teachers, and several studies have discussed the advantages of using them in teaching scenarios [5][6][7][8][9][15][16][17][18][19]31,[53][54][55]. However, none of these studies included a scoring rubric to determine the pedagogical quality of the augmented reality implementation.…”

Section: Evaluation Of the Teaching Scenarios Including Armentioning

confidence: 99%

“…However, simply using AR does not guarantee learning success [51]. Hence, it is crucial to adapt teacher training to align with the requirements and potential that AR brings to an educational context [52][53][54]. Teachers should be equipped to create augmented reality experiences [55] and to select a suitable AR from existing options for their teaching scenarios [53,56].…”

Section: Introductionmentioning

confidence: 99%

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How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Henne,

Syskowski,

Krug

et al. 2024

Education Sciences

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Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for evaluating both educational AR and AR’s educational integration. However, no current studies provide such a rubric for assessing AR’s pedagogical implementation. Hence, a scoring rubric, EVAR (Evaluating Augmented Reality in Education), was developed based on the framework for the analysis and development of augmented reality in science and engineering teaching by Czok and colleagues, and extended with core concepts of instructional design and lesson organization, featuring 18 items in five subscales rated on a four-point Likert scale. To evaluate the validity and reliability of the scoring rubric, AR learning scenarios, designed by eleven master’s seminar pre-service teacher students at the University of Konstanz, majoring in biology, chemistry, or physics, were assessed by five AR experts using the newly developed scoring rubric. The results reveal that a simple classification of AR characteristics is insufficient for evaluating its pedagogical quality in learning scenarios. Instead, the newly developed scoring rubric for evaluating AR in educational settings showed high inter-rater reliability and can discriminate between different groups according to the educational quality of the AR and the implementation of AR into lesson planning.

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Section: Evaluation Of the Teaching Scenarios Including Armentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Henne,

Syskowski,

Krug

et al. 2024

Education Sciences

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“…The process of 3DMP also offers potential for transdisciplinarity because of its complexity and possibilities to extend learning experiences beyond classrooms. Haas et al (2023) explain that 3DMP can connect STEAM subjects to students' lives by, for example, recreating a real-world object in project-based settings. Kit Ng et al (2022) write about pedagogical settings where teachers use 3DMP in project-and problem-based learning, maker-and design-based learning and collaborative learning.…”

Section: Benefits For Teachers Using 3dmp For Steam Educationmentioning

confidence: 99%

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Ulbrich,

Da Cruz,

Anđić

et al. 2024

London Review of Education

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Integrating 3D modelling and printing in STEAM education presents opportunities and challenges for teachers, particularly those in some European countries where its adoption in schools still needs to be improved. This article presents findings from a cross-cultural examination of 3D modelling and printing in STEAM education, showing results from teachers in Montenegro and Austria. The study aimed to gather insights into teachers’ perceptions of 3D modelling and printing, ideas for its implementation and the challenges teachers face. Data were collected through questionnaires, interviews and examples of 3D modelling and printing use. They were subsequently analysed to identify similarities and differences in the impressions and use of the technology. The findings indicate that teachers in both Montenegro and Austria expressed interest in using 3D modelling and printing for STEAM teaching purposes and saw potential for connecting to subjects, such as digital literacy. However, they also identified software-related challenges, time constraints and training and financial difficulties when adopting 3D modelling and printing. The slow adoption of 3D modelling and printing in schools suggests that teachers should be better supported in using this technology, considering external and internal influences such as teacher training, local culture and availability of technology. Furthermore, the study highlights the need for suitable measures for teacher training and ensuring access to technologies necessary for 3D modelling and printing.

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“…Kim & Kim, 2018), dan pengembangan STEAM dengan mengaitkan unsur budaya (H. Kim & Chae, 2016). Sementara pada afiliasi Johannes Kepler University cenderung meneliti terkait visualisasi, dan modelling pembelajaran matematik menggunakan masalah nyata dengan menggunakan STEAM (Haas et al, 2023;Ortiz-Laso et al, 2023). Di kawasan China, yakni pada Central China Normal University banyak meneliti terkait implementasi, dan pengaruh dari implementasi STEAM terkait kolaborasi, motivasi, dan self-efficacy (Jia et al, 2021;Ma et al, 2022).…”

Section: Gambar 5 Jumlah Artikel Afiliasi Terkait Steam Yang Ditulis ...unclassified

Tren Riset Pendekatan STEAM (2018-2022): Analisis Bibliometrik

Wulan Aulia Azizah,

Nur Indah Wahyuni

2024

Scholaria

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Studi ini mengkaji tren penelitian STEAM Education selama lima tahun terakhir. Penelitian ini bertujuan untuk mengetahui: (1) Siapa penulis paling produktif; (2) Afiliasi paling produktif; (3) Negara paling produktif; (4) Visualisasi tren penelitian STEAM; dan (5) Topik penelitian masa depan. Penelitian ini menggunakan metode penelitian Bibliometrik. Basis data Scopus digunakan untuk mengumpulkan data, yang kemudian diubah menjadi RIS. Peneliti melakukan analisis data dengan perangkat lunak Rstudio, bibliometrix, dan VosViewer. Berdasarkan analisis, jumlah penelitian tentang STEAM mengalami peningkatan yang signifikan dari tahun 2018 hingga tahun 2022. Hal ini menunjukkan bahwa STEAM Education berdampak besar pada bidang pendidikan, khususnya pembelajaran. Selain itu, diketahui bahwa penelitian STEAM telah banyak dipelajari di Asia, khususnya di China. Namun, berdasarkan analisis bibliometrix menunjukkan bahwa Korea Selatan menjadi negara yang paling banyak disitasi internasional terkait penelitian pendekatan STEAM. Berdasarkan temuan juga menunjukkan bahwa menghubungkan Pendidikan STEAM dengan budaya lokal memiliki peluang penelitian di masa depan dalam pendidikan STEAM. Oleh karena itu, implikasi pada penelitian ini menharapkan adanya penelitian lebih lanjut terkait implementasi pendekatan STEAM terintegrasi budaya untuk meningkatkan keterampilan siswa.

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Can you create? Visualising and modelling real-world mathematics with technologies in STEAM educational settings

Cited by 7 publications

References 32 publications

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

Tren Riset Pendekatan STEAM (2018-2022): Analisis Bibliometrik

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