Key innovation concepts of STEM education driven by IT Academy project

Kireš, Marián; Sveda, D.; Ješková, Zuzana; Lukáč, Stanislav; Ganajová, Mária; Lešková, Andrea; Csachová, Stela

doi:10.1109/iceta48886.2019.9040012

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…On the other hand, there were exceptions. Participants of the IT Academy project run in Slovakia were ready to teach online since their goal was to enhance STEM education by introducing modern ICT tools and using them while teaching in a consistent and meaningful way. − In the area of chemical education, the main innovation consisted of the introduction of data logging devices (Vernier and CMA equipment , ) integrated with the inquiry-based approach. − Project participants (60 secondary schools, 24 gymnasiums, and six secondary technical schools) were equipped with proper systems, and teachers were trained in using those in Summer 2019. During the training, data logging devices were introduced, and chemistry teachers practiced their use in the school chemistry curriculum context.…”

Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students’ expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers’ efforts using online experimental practices are described, as well as reflections by their students about the experiences.

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Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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“…Despite facing challenges, the GO-GA project's vision and implementation strategy have achieved notable results in its first year, demonstrating the potential of digital education in African contexts (Gillet et al, 2019). Kireš et al (2019) present the IT Academy project, which aims to drive key changes in STEM education at primary and secondary schools through national-wide impact. This project focuses on active learning, emphasizing conceptual understanding and the development of inquiry skills.…”

Section: Overview Of Key Innovations In Stem Education Across Africamentioning

confidence: 99%

“…It also integrates scientific literacy and computational thinking into the content of science and mathematics curricula, creating a strong link to informatics concepts and practical applications. The IT Academy project is expected to increase young people's interest in studying computer science and STEM, showcasing an innovative approach to STEM education (Kireš et al, 2019). Babalola, du Plessis, and Babalola, (2021) explore the challenges African women face in leadership positions in the field of Science, Technology, Engineering, and Mathematics (STEM).…”

Section: Overview Of Key Innovations In Stem Education Across Africamentioning

confidence: 99%

STEM education advancements in African contexts: A comprehensive review

Onyebuchi Nneamaka Chisom,

Chika Chioma Unachukwu,

Blessing Osawaru

2024

World J. Adv. Res. Rev.

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In the rapidly evolving global landscape, STEM (Science, Technology, Engineering, and Mathematics) education stands as a pivotal factor in driving economic growth and technological advancement, particularly in the African context, where it faces unique challenges and opportunities. This study aims to provide a comprehensive analysis of the advancements, challenges, and future prospects of STEM education in African contexts, exploring the historical evolution, current state, and key challenges of STEM education, along with the innovations, roles of government and non-governmental organizations, and comparative analysis with global trends. The paper methodically examines various facets of STEM education in Africa, including its historical background, current practices, challenges, and innovations. It delves into the role of digital technologies, gender dynamics, collaborative efforts, and international partnerships in STEM education. It employs a systematic literature review approach and focuses on peer-reviewed articles and scientific reports to comprehensively understand the subject. The study concludes that STEM education in Africa is marked by challenges such as resource limitations, gender disparities, and inadequate teacher training, but also highlights significant innovations and the potential for technological integration. The paper recommends policy reforms focusing on teacher training, curriculum development, resource allocation, and gender equity, emphasizing the need for leveraging technological innovations and fostering international collaborations for the advancement of STEM education in Africa.

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“…Much of the debate is concerned with the long-lasting static system of geography teaching (Tolmáči & Karolčík, 2017, p. 34) and rote description of world regions and states. Since transmission remains the most widely used method of instruction, the process of reconceptualization and change to geography education should encourage a more active approach towards learning through developing inquiry-based lessons which are supported by the use of digital technologies (Kireš et al, 2019). In response to such a situation, Škodová & Trniková (2019) envisaged an inductive instruction method.…”

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confidence: 99%

Using WebGIS Platforms and Inquiry-based Activities to Teach about World Political Map and World Population

Csachová

2020

Review of International Geographical Education Online

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In Slovakia, a national project IT Academy-the education for the 21st century-was launched to promote student interest in science, mathematics and informatics across secondary education; and to also prepare students for the digital age. Geography education has an opportunity to undergo a process of reconceptualization and change in response to an increased use of technology. Recent trends in geography education which are occurring as a result of technological developments have resulted in the map, a primary tool of a geographer, becoming substituted by digital technologies such as Geographic Information Systems (GIS). However, digital advancements have not been reflected in the teaching and learning of geography. Therefore, based on such an assumption, the aim of the current study is to encourage Geography students to acquire knowledge and develop skills through the purposeful use and implementation of geospatial technologies. The paper presents learning activities about World Political Map and World Population for secondary school students who are studying Geography, which are designed to make Geography lessons more inquiry-based with real-life application. The activities were piloted and evaluated by Geography teachers all over Slovakia. In conclusion, the statements from teachers confirm the project is relevant for gradual reform of geography education in our country.

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Key innovation concepts of STEM education driven by IT Academy project

Cited by 3 publications

References 1 publication

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

STEM education advancements in African contexts: A comprehensive review

Using WebGIS Platforms and Inquiry-based Activities to Teach about World Political Map and World Population

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