Developing Engineering Skills in Secondary Students Through STEM Project Based Learning

Dios, Miguel Ángel Queiruga; López-Iñesta, Emilia; Ojeda, María Diez; Manzanares, María Consuelo Sáiz; Dorrío, José Benito Vázquez

doi:10.1007/978-3-030-57799-5_27

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…(e) an ability to identify, formulate, and solve engineering problems; (f) an understanding of professional and ethical responsibility; (g) an ability to communicate effectively; (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context; (i) a recognition of the need for, and an ability to engage in, lifelong learning; (j) a knowledge of contemporary issues; and (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Taking into account that all accreditation systems [e.g., CDIO Proposal (Crawley, 2001;International Project Management Association, 2006), Tuning Project (González andWagenaar, 2003), and Tuning Latin America, 2013] are in agreement (Queiruga-Dios et al, 2020), this interest in incorporating SL into the engineering curriculum could be extended to other nations.…”

Section: Resultsmentioning

confidence: 99%

Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review

et al. 2021

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Service-learning (SL) helps engineering students to be involved in community activities and to be motivated by their studies. Although several reviews and research studies have been published about SL, it is not widespread in sciences and engineering at the university level. The purpose of this research is to analyze the different community services or projects where SL is implemented by engineering students and faculty and to identify the procedures that were usually implemented to assess SL-based courses and activities. Assessment could be considered as the evaluation of a specific module and the engineering competencies, the evaluation of the effectiveness of the SL program, the assessment of the participation of the student in those programs, and the assessment of whether students have achieved certain outcomes or gained specific skills. We conducted a systematic review with a search in three scientific databases: Scopus, Science Direct, and ERIC educational database to analyze the assessment methods and what that assessment covers. From 14,107 publications related to SL, 120 documents were analyzed to inform the conclusions of this study. We found that SL is widely used in several universities as experiential education, and it is considered an academic activity. The most widely used assessment technique is a survey to evaluate the engagement and attitudes of students and, to a lesser extent, teamwork presentations.

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Section: Resultsmentioning

confidence: 99%

Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review

et al. 2021

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“…The development of other skills is not so evident: Cross-Cultural Skills, Global Awareness and Humanitarianism. However, it should be noted that these generic skills are strongly interrelated (to achieve systemic competence it is necessary to first develop instrumental and interpersonal skills, for example) and, depending on the different careers, some generic skills may be more important than others, depending on the context of the professional practice [46,48,49,67], but in any case they are developed by linking to the acquisition of specific competences [46,50]. On the other hand, this competence development can be favored at school by incorporating, as has been seen, research activities.…”

Section: Discussionmentioning

confidence: 99%

“…The development of these competences can promote the development of technical and non-technical skills relevant in the context of science and technology education [40,41]. Considering that all accreditation systems (e.g., CDIO Proposal [44], IPMA [45], Tuning Project [46] and Tuning Latin America [47]) are in agreement [48], it can be thought that the competencies selected by Fisher [40] and Fisher et al [41] would be aligned with the key competencies of the university curricula of many countries.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

et al. 2021

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At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

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“…In addition to mastering scientific concepts, thinking skills are also needed (Ratini et al, 2018;Suwono et al, 2017;Vogelzang et al, 2020). One of the common goals of any education system itself is for students to acquire scientific literacy (García-Carmona et al, 2018;Jgunkola et al, 2013;Queiruga-Dios et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Chemical Literacy of High School Students: Analysis of Cognitive Abilities on Colloid Material

Mellyzar

Lukman

Alvina

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The development of science, technology, and society requires humans to have skills beyond literacy and numeracy that are needed to survive. Scientific literacy is the focus of learning in the 21st century. Currently, the scientific literacy index of students in Indonesia is still low. Chemistry is a part of science. Chemical literacy is the ability of students to identify, analyze, and process chemical concepts to solve everyday problems and communicate scientifically the chemical phenomena that occur around them. Colloidal material in chemistry learning has some abstract concepts close to everyday life. So the purpose of this study was to determine the chemical literacy ability of students on colloidal material in North Aceh and Lhokseumawe. The subjects of this study were 217 students of class XII, in SMA North Aceh and Lhokseumawe. The instrument used in this study is a chemical literacy question in the form of a description consisting of 8 PISA standard chemical literacy questions. The result of this research is that the highest student answers are on the literacy scale with nominal criteria, while the lowest is multidimensional criteria. According to the distribution of chemical literacy scores in the Aceh region, the highest was in the medium-grade category with 142 students, and the lowest was in the high-grade category with 14 students.

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Developing Engineering Skills in Secondary Students Through STEM Project Based Learning

Cited by 3 publications

References 10 publications

Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review

Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review

Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

Chemical Literacy of High School Students: Analysis of Cognitive Abilities on Colloid Material

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