Identifying and Verifying Earthquake Engineering Concepts to Create A Knowledge Base in STEM Education: A Modified Delphi Study

Cavlazoglu, Baki; Stuessy, Carol L.

doi:10.18404/ijemst.60674

Cited by 8 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…1) to promote the practices called for within current reform documents (e.g., NRC 2012). Developing solutions to an overarching real-world problem relies on using and developing understanding of content from multiple disciplines (e.g., Cavlazoglu & Stuessy, 2017;Thibaut et al, 2018;Walker et al, 2018). Specifically, within integrated STEM education, students are expected to engage in engineering practices to develop possible design solutions to real-world problems (Berland & Steingut, 2016;NAE and NRC, 2014;NRC, 2012).…”

Section: Centrality Of Engineeringmentioning

confidence: 99%

Beyond the basics: a detailed conceptual framework of integrated STEM

Roehrig

Dare

Ellis

2021

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by authentic problems, (c) context integration, (d) content integration, (e) STEM practices, (f) twenty-first century skills, and (g) informing students about STEM careers. Our integrated STEM framework is intended to provide more specific guidance to educators and support integrated STEM research, which has been impeded by the lack of a deep conceptualization of the characteristics of integrated STEM. The lack of a detailed integrated STEM framework thus far has prevented the field from systematically collecting data in classrooms to understand the nature and quality of integrated STEM instruction; this delays research related to the impact on student outcomes, including academic achievement and affect. With the framework presented here, we lay the groundwork for researchers to explore the impact of specific aspects of integrated STEM or the overall quality of integrated STEM instruction on student outcomes.

show abstract

Section: Centrality Of Engineeringmentioning

confidence: 99%

Beyond the basics: a detailed conceptual framework of integrated STEM

Roehrig

Dare

Ellis

2021

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

show abstract

“…Ontheotherhand,evidentmodificationsoftheDelphitechniquecanbeobservedinthestudies of Cavlazoglu and Stuessy (2017) and Rossouw et al (2010)…”

Section: Resultsmentioning

confidence: 98%

Delphi Technique in the Development of Emerging Contents in High School Science Curriculum

Cahapay

2020

International Journal of Curriculum Development and Learning Measurement

View full text Add to dashboard Cite

Science serves as a primary launching pad for emerging content in education. This paper examines how the Delphi technique is used in the development of emerging content in the high school science curriculum. A systematic review allowed for the search, assessment, analysis, and synthesis of related studies. The results showed that, aside from its classical form, the Delphi technique has been modified by either simplification or extension of its stages. It was further disclosed that most modified forms have deviated from the key trait of the Delphi technique of maintaining the anonymity of the involved participants, adopting a panel discussion. This deviation, however, is an answer to the weakness typically criticized for the classical form that does not account for active interaction among the participants. The recommendation for curriculum developers on how to combine the strengths of the varying Delphi techniques is offered in the study.

show abstract

“…Mühendislik uygulamaları öğrencilere, fen ve mühendislik arasındaki bağlantıları öğrenme ve fen derslerinde kendilerine sunulan mühendislik problemlerini çözebilmek için bilimsel bilgi ve becerileri bu konulara uygulama fırsatı verir (Guzey, Ring-Whalen, Harwell ve Peralta, 2019). Dahası, mühendislik bilgisi fen, matematik ve teknoloji kavramlarını içerdiğinden (Cavlazoglu ve Stuessy, 2018;National Academy of Engineering and National Research Council, 2014), mühendislik STEM entegrasyonu için bir katalizör görevi görebilir (Cavlazoglu ve Stuessy, 2017b). Yine mühendislik uygulamaları, teknoloji geliştirme sürecinde matematik ve fen bilimlerinin uygulanmasını gerektirdiğinden, hem STEM disiplinlerinin anlamlı bir şekilde bütünleştirilmesini (Moore vd., 2014) hem de mühendislerin insanlığı destekleme ve ilerletmede oynadıkları rol hakkındaki farkındalığı ve ilgiyi arttırabilir (Brophy vd., 2008).…”

unclassified

Investigation of the Effects of Engineering-Oriented STEM Integration Activities on Scientific Process Skills and STEM Career Interests: A Mixed Methods Study

ÖZKUL

Özden

2020

View full text Add to dashboard Cite

STEM eğitimi gerçek dünya sorunlarının ele alındığı, birden çok duyu organının harekete geçirildiği (Bagiati ve Evangelou, 2015), hayallerin geliştirildiği, öğrenilenlerin yeni ve farklı durumlarda uygulanıldığı (Tseng, Chang, Lou ve Chen, 2013) pedagojik bir yaklaşımdır. Öğrencilere bir konuyla ilgili parça parça bilgi öğrenmesi yerine içinde yaşadıkları dünyayı anlamlandırma fırsatı sunan STEM eğitimi (Dugger, 2010), STEM disiplinlerinden en az birinin merkeze alınarak öğrencilerin bilgi, beceri ve deneyimleri ile bütünleştirildiği, sorgulayan, araştıran ve üreten öğrenci özelliklerinin öğrenme sürecinde etkin kılındığı disiplinler arası öğrenme-öğretme yaklaşımıdır (Çorlu vd., 2014). Bir diğer tanıma göre STEM eğitimi, STEM konu alanlarından herhangi ikisi veya daha fazlası arasında ve/veya bir STEM dersi ile bir veya daha fazla okul dersi arasında öğretme ve öğrenmeyi sağlayan bir yaklaşımdır (Sanders, 2009). Görüldüğü gibi STEM eğitiminin en önemli amacı STEM entegrasyonunu

show abstract

Identifying and Verifying Earthquake Engineering Concepts to Create A Knowledge Base in STEM Education: A Modified Delphi Study

Abstract: Article History

Cited by 8 publications

References 14 publications

Beyond the basics: a detailed conceptual framework of integrated STEM

Beyond the basics: a detailed conceptual framework of integrated STEM

Delphi Technique in the Development of Emerging Contents in High School Science Curriculum

Investigation of the Effects of Engineering-Oriented STEM Integration Activities on Scientific Process Skills and STEM Career Interests: A Mixed Methods Study

Contact Info

Product

Resources

About