Developing US Elementary Students’ STEM Practices and Concepts in an Afterschool Integrated STEM Project

Wang, Sasha; Ching, Yu‐Hui; Yang, Dazhi; Swanson, Steve; Baek, Youngkyun; Chittoori, Bhaskar C. S.

doi:10.1007/978-3-030-52229-2_12

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…The goal of an integrated approach is to provide students a context for the knowledge they gain in their STEM classes. This is in contrast to the traditional approach of teaching students material and skills and then letting them work out their applications in the actual world on their own (Wang & Wang, 2020). The real-world applications of STEM subjects should continue to inform how educators present these subjects.…”

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

“…The STEM Framework is based on research into local and international best practice STEM education methods. We must be aware of some of the fundamental STEM Education principles before we can draw the framework (Smith et al, 2017;Wang & Wang, 2020). The following principles form the foundation of STEM education:…”

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

“…Gains understanding of the value of STEM in society and the workplace. A conceptual framework for integrated STEM education grounded in learning theory and pedagogy will help students improve their chances of meeting important learning objectives (Wang & Wang, 2020). Constructing a conceptual framework for STEM education necessitates in-depth familiarity with the challenges inherent in the dissemination of STEM subject matter.…”

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

“…Constructing a conceptual framework for STEM education necessitates in-depth familiarity with the challenges inherent in the dissemination of STEM subject matter. Findings suggest that educators benefit both students and the curriculum when they have a firm grasp of both STEM content and effective pedagogy (Smith et al, 2017;Wang & Wang, 2020). The goal of an integrated approach is to provide students a context for the knowledge they gain in their STEM classes.…”

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

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Conceptual Framework for STEM Education: A Thematic Analysis in Bangladesh Perspective

Nayem¹,

Hossain

2023

Am. J. Multidis. Res. Innov.

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In order to support students in integrating information from the four disciplines, STEM education places a strong emphasis on using real-world contexts. The STEM Framework is a comprehensive STEM educational framework built around challenges that are protracted, persistent, and difficult. The knowledge and abilities needed to tackle those challenges must come from at least one dominant field, with the other disciplines contributing the techniques, procedures, or resources to aid in the process. This method can be used by teachers to create STEM lessons by identifying a central issue whose resolution calls for expertise from two or more STEM fields. The term “STEM education” is not new in the area, but due to pedagogical and curriculum issues, it is still not being taught in the classroom properly. In order to enable teachers to innovate and take charge of STEM education in their classroom, it is crucial to provide them with programs that assist them in applying and implementing STEM pedagogies in the classroom. To integrate STEM into practice, firstly we should identify the key elements of STEM. This study is conducted for addressing the major components of the STEM Education framework in Bangladesh perspective.

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Section: Introduction To Stem Frameworkmentioning

confidence: 99%

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

Section: Introduction To Stem Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Conceptual Framework for STEM Education: A Thematic Analysis in Bangladesh Perspective

Nayem¹,

Hossain

2023

Am. J. Multidis. Res. Innov.

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“…Indeed, the importance of integration across the STEM disciplines is the focus of Anderson and Li's (2020) collection of reports of various approaches to integration, how the approaches are designed for students (e.g. Wang et al, 2020), and the implications for teacher education (e.g. Delen et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Consolidating understanding of variation as part of STEM: experimenting with plant growth

et al. 2022

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Integrated STEM activities are espoused as appropriate for enhancing student learning in relation to statistical concepts; however, a greater understanding of the way in which students’ ideas about those concepts develop is needed to maximise the learning potential offered by engagement in STEM activities. For this study, plant growth was chosen as a topic from the Year 6 Australian Science Curriculum as an appropriate context to employ aspects of the four STEM disciplines to explore students’ developing ideas about variation. Sixty-four Year 6 students across three school terms worked in groups of four to trial various treatments and their effects on the growth of radish or wheat seeds. This report considers two aspects of student learning related to this topic based on (i) the formative assessment of features of students’ workbook entries specifically related to variation during the part of the classroom activity based on their TinkerPlots graphs and (ii) the later summative evidence of learning in responses to end-of-year questions on the activity for 56 of the students. The workbook entries are presented via a qualitative analysis to provide evidence of the forming of understanding of variation in a STEM context, with the SOLO Taxonomy being employed to assess the longer-term evidence and developmental nature of that learning. Overall, a broader picture has emerged of the potential for developing appreciation of variation in a STEM context in primary school.

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Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review

Ching

Hsu

2023

TechTrends

Self Cite

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Educational robotics has been adopted to create interactive and engaging learning environments to develop computational thinking (CT) in K-12 learners. This study systematically examined 22 peer-reviewed empirical research articles on the use of educational robotics to develop CT in young learners (pre-kindergarten to 6th grade) published between 2012 and 2021. The findings revealed that using robotics activities to develop CT has mostly been studied in the formal education settings with the duration of robotics curricular activities ranging from 80 minutes to 24 hours. The five CT skills studied most often include Sequencing, Conditionals, Loops, Debugging, and Algorithmic Thinking. The different versions of LEGO Mindstorms are the most frequently adopted robotic kits in the examined studies. The most frequently adopted learning and instructional strategies in the robotics activities include collaborative learning, project-based learning, and embodied learning. This paper identified and discussed developmentally appropriated CT skills, robotics kits, and pedagogical approaches suitable for supporting CT development in young learners. The findings can guide educators and instructional designers for future robotics activity design and development endeavors. This paper also identified gaps in the current research and recommended directions for advancing research in adopting robotics to develop CT in young learners.

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Developing US Elementary Students’ STEM Practices and Concepts in an Afterschool Integrated STEM Project

Cited by 7 publications

References 9 publications

Conceptual Framework for STEM Education: A Thematic Analysis in Bangladesh Perspective

Conceptual Framework for STEM Education: A Thematic Analysis in Bangladesh Perspective

Consolidating understanding of variation as part of STEM: experimenting with plant growth

Educational Robotics for Developing Computational Thinking in Young Learners: A Systematic Review

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