Developing a Module to Teach Thermodynamics in an Integrated Way to 16 Year Old Pupils

Goovaerts, Leen; Cock, Mieke De; Struyven, Katrien; Dehaene, Wim

doi:10.20897/ejsteme/3964

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…The temperature of the house must be controlled by an on/off control system. Students thus have to use equations of heat transfer and mathematical modelling to simulate the behaviour of the feedback system and to adapt the dimensions and materials of the model house to optimize this behaviour (Goovaerts et al 2019a(Goovaerts et al , 2019b. Other learning units challenge students to develop a security system by means of reflecting laser beams, to design a rehabilitation device for a student who got impaired by a car accident, to develop an ecofriendly application of algae cultivation, or to build a computer program to analyse real astronomical data and to describe the motion of a binary star.…”

Section: Major Results and Findingsmentioning

confidence: 99%

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

et al. 2020

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Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

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Section: Major Results and Findingsmentioning

confidence: 99%

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

et al. 2020

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“…Learning media innovation become an integral part of school learning process (Goovaerts, De Cock, Struyven, & Dehaene, 2019). Learning media as an experimental tool can be used as an alternative to present physics learning to be more interesting (Religia & Achmadi, 2017).…”

Section: Introductionmentioning

confidence: 99%

Science activity for gifted young scientist: thermodynamics law experiment media based IoT

Liana¹,

Linuwih

Sulhadi

2020

Journal for the Education of Gifted Young Scientists

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In this research, thermodynamics law experiments media based IoT was developed and tested. The purpose of this research was to assess the effectiveness of media through a problem-based learning laboratory for gifted young scientists. This research is Research and Development with ADDIE (Analysis, Design, Develompment, Implementation, and Evaluation) models. The research subjects consisted of four expert validators, two teachers and one groups of 108 students in Senior High School 2 in Batang City, Indonesia. Data were gathered by using questionnaires, observation, and written test. The results of the Normalized-gain test were 0.79 for the experiment class and 0.41 and 0.30 for the control class. This media is easily assembled, based on digital, equipped with manuals and student worksheets. The validation results from the media experts 3.81 (Very Good), the results of the validation from the material experts 3.54 (Very Good) and the results of the physics teacher's responses covering all aspects of the material and multimedia 3.68 (Very Good). The results of the validation show that thermodynamic law experiment media based IoT is appropriate to be used as a medium for learning thermodynamics law.

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“…The instructional module was designed according to the relevant STEM practices in secondary education proposed in [18][19][20] and the guidelines for integrating engineering principles to enhance teaching and learning outcomes recommended in [21]. In essence, (a) the instructional module integrated each of the STEM strands to promote the students' understanding of their interconnectedness; (b) problem-based learning principles were embraced to highlight the fact that the determination of a solution requires not merely the application of a single discipline but the adoption of an interdisciplinary approach; (c) Cooperative learning strategies were applied in order for the students to benefit from the synergy of their individual efforts; (d) Student engagement in doing research and design was promoted while solving the problem; (e) The engineering design process, i.e.…”

Section: Instructional Module Designmentioning

confidence: 99%

Designing an instructional module to teach light diffraction by a grating to secondary students applying a STEM-integrated approach

Chuasontia¹,

Sirirat²

2021

Phys. Educ.

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This research aimed to design an instructional module to teach light diffraction by a grating to secondary students applying a science, technology, engineering, and mathematics (STEM)-integrated approach. Based on this approach, instructional management integrated the disciplines of physics and mathematics with engineering design process principles, while information searches, assessment, and evaluation drew on technology. The module involved working out a solution to the real-world scientific problem of constructing a spectroscope in the environment of cooperative learning. Upon completion of the module, the students were expected to demonstrate a thorough understanding of light diffraction by the grating as well as problem-solving skills. To evaluate its effectiveness, the module was trialed on thirty 11th grade students in a Thai school in Pathum Thani, Thailand. The findings revealed that the implementation of the module enabled the students to achieve a statistically higher post-test score than that for the pre-test at the significance level of 0.05. As a result of the module, the students also exhibited a high level of academic development, as indicated by the class normalized gain of 0.82. Finally, the module was perceived by the students as being suitable for their level, offering them a chance to apply classroom knowledge to authentic problems and hence accumulating their hands-on experience, enhancing their problem-solving skills through the application of the engineering design process, and improving their team-working ability.

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Developing a Module to Teach Thermodynamics in an Integrated Way to 16 Year Old Pupils

Cited by 7 publications

References 30 publications

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

Science activity for gifted young scientist: thermodynamics law experiment media based IoT

Designing an instructional module to teach light diffraction by a grating to secondary students applying a STEM-integrated approach

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