Connecting Kids to STEM through entrepreneurship and innovation

Zokowski, Peg; Geramita, Katharine; Ashdown, Jonathan; Brooks, Brenda; Thompkins, Amanda C.

doi:10.1109/isecon.2016.7457557

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…From the integration of exact sciences emerges the STEM, a movement of integration between Science, Technology, Engineering, and Mathematics. STEM proposals range from projects applied in early childhood education [15] to higher education [16]. The approach involves scholars in hands-on activities that combine different knowledge and lead to creative learning.…”

Section: Problem Description and Related Workmentioning

confidence: 99%

Towards innovation on computer science courses

Hohemberger¹,

Sachete²,

Rossi³

2021

IJAERS

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Technologies change very rapidly, and universities need to be increasingly connected to the needs of the industry. With the advent of industry 4.0, the transformations in curricula must be continuous. The current scholar must be a professional future who finds new solutions, who knows how to make a decision based on the data, and who can communicate with different areas. The insertion of entrepreneurship practices towards the development of innovative products in computer courses can academically boost the scholars' characteristics necessary to the today's world, such as teamwork, problem-solving, systemic vision, communication, protagonism, and creativity. A new approach that makes it possible to address the needs of the locality to the surroundings of the educational institution, to highlight the strengths of the scholars in terms of solving such demands, and to propose innovative works strongly linked to the local productive arrangement. The design of the approach follows an innovation framework proposed by Steinbeis University-SIBE, which expands and potentiates the phases of Design Thinking in a larger number of more detailed steps that guide well-defined activities. The results presented by the use of the approach shows that most of the work developed has the potential to become an innovation, which will help in local and regional development.

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Section: Problem Description and Related Workmentioning

confidence: 99%

Towards innovation on computer science courses

Hohemberger¹,

Sachete²,

Rossi³

2021

IJAERS

View full text Add to dashboard Cite

show abstract

“…From the integration of exact sciences emerges the STEM, a movement of integration between Science, Technology, Engineering and Mathematics. STEM proposals range from projects applied in early childhood education [15] to higher education [16]. The approach engages students in hands-on activities that blend different knowledge and lead to creative learning.…”

Section: Problem Description and Related Workmentioning

confidence: 99%

On the Integrated Professional Practice in a Computing Course Towards Innovation

Rossi

Souza

Mombach

et al. 2019

2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT)

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The integration of disciplines in higher technology courses is a significant challenge. Sometimes the student can not visualize the correlations between different knowledge in the direction of a complete formation. This paper shows an integrated professional practice that relies on an innovation discipline to discover and prospect new technological products. From this, technical disciplines can focus on developing such products, having as supporting the knowledge and capacities determined in their curricula. The results show that students were able to develop products that aligned with local and regional problems, as well as open up a possibility for the creation of startups based on the developed products.

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“…The concern that emerges is, earlier research has generally isolated the factors of innovation and entrepreneurship. Because product commercialization within entrepreneurial skills is complementary to quality innovation, the elements of innovation and entrepreneurship should not be separated and should be combined according to the appropriateness of teaching and learning practises (Ghatora & Strutt, 2017;Mark et al, 2018;Sapounidis et al, 2016;Spillan et al, 2019;Zokowski et al, 2016). To that end, the purpose of this study is to develop a pre-university learning module that integrates elements of innovation and entrepreneurship.…”

Section: Introductionmentioning

confidence: 99%

The Development of Innovation and Chemical Entrepreneurship Module for Pre-University Students: An Analysis Phase of ADDIE Model

Ramly

Ahmad

Said

2022

JNSI

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The present study is the initial stage; an analysis phase, which aimed to identify suitability and the need of the module development for pre-university students. The module will be developed based on two main elements: Innovation and Chemical Entrepreneurship (CEP). Using ADDIE instructional model, through analysis phase, the suitability, and the need for the module development, are identified through three collected data: (a) module of suitability in semi-structured interview, (b) student need analysis questionnaire, and (c) module of need analysis questionnaire. Five experts in STEM, Chemistry, innovation, and entrepreneurship area are interviewed to collect data (a) and will give the suitability and arrangement of the module content. Whereas the data survey (b) is collected from 60 pre-university students through random sampling from a college in Penang, Malaysia, and data survey for (c) is collected from all 40 Chemistry Lecturers. The qualitative interview is necessary to confirm the suitability of the main elements; innovation and Chemical Entrepreneurship in the module, while the quantitative data from two surveys; (b) and (c) give confirmation on components and requirements for the development of the modules from the students and the lecturers perspective. Data analysis for (a) was performed by using ATLAS.ti Version 22, whereas data analysis for (b) and (c) was performed through descriptive statistics. The qualitative data obtained from (a) confirmed the suitability of innovation and Chemical Entrepreneurship elements to be integrated into the learning module for pre-university, and the quantitative data from (b) and (c) successfully listed main components to be included in the module, such as learning outcomes, enhancement activities and reflections. The findings indicated that it is suitable and there is a need to develop i-CEP Module for pre-university studentsKeywords: analysis phase, innovation, chemical entrepreneurship, learning module, STEM approach.

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Connecting Kids to STEM through entrepreneurship and innovation

Cited by 5 publications

References 1 publication

Towards innovation on computer science courses

Towards innovation on computer science courses

On the Integrated Professional Practice in a Computing Course Towards Innovation

The Development of Innovation and Chemical Entrepreneurship Module for Pre-University Students: An Analysis Phase of ADDIE Model

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