Mathematical Modeling: A Bridge to STEM Education

Kertil, Mahmut; Gürel, Cem

doi:10.18404/ijemst.95761

Cited by 82 publications

(53 citation statements)

References 36 publications

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“…If this vision is to be realised, it is crucial that implementing any model-based authentic educational activities are underpinned by meaningful and evidence-based frameworks and recommendations for teaching practice (e.g. Kertil & Gurel, 2016;Tang & Williams, 2018). The contributions described in this commentary are central to each of the STEM disciplines and could be used to further operationalise potential recommendations for a broader STEM education mandate.…”

Section: Conclusion and Implications For Stem Educationmentioning

confidence: 99%

“…Tang & Williams, 2018). Therefore, a great challenge for teachers in STEM subjects is to design classroom activities that integrate two or more of the subjects in their teaching in both a meaningful and relevant way (Bell, 2016;de Vries, 2017;Kertil & Gurel, 2016;Margot & Kettler, 2019;Radloff & Guzey, 2016). In short, STEM teaching needs to be authentic (cf.…”

Section: Introduction and Aimmentioning

confidence: 99%

“…In recent years, models and modelling has been argued as a means to increase relevance and authenticity in the STEM disciplines (e.g. Banks & Barlex, 2014;France, 2018;Gilbert, 2004;Herrington, Reeves, & Oliver, 2010;Justi & Gilbert, 2002;Kertil & Gurel, 2016;Rau, 2017;Turnbull, 2002). This is not only because modelling is central to the disciplines themselves as authentic practice in laboratories and workshops (Roth, 1995), but also since modelling is considered a fundamental aspect of STEM instruction.…”

Section: Introduction and Aimmentioning

confidence: 99%

“…Hallström and Schönborn International Journal of STEM Education (2019) 6:22 Page 7 of 10 with others (Davies & Gilbert, 2003 In such authentic design situations students will also "design" scientific and mathematical formulae and models to optimise their designs; new knowledge is developed about the design process itself but also about science and engineering, wherein students are required to apply existing knowledge previously learnt in science, technology and/or mathematics (Ammon, 2017;de Vries, 2018;Kertil & Gurel, 2016).…”

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confidence: 99%

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Models and modelling for authentic STEM education: reinforcing the argument

2019

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This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidencebased frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

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Section: Conclusion and Implications For Stem Educationmentioning

confidence: 99%

Section: Introduction and Aimmentioning

confidence: 99%

Section: Introduction and Aimmentioning

confidence: 99%

mentioning

confidence: 99%

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Models and modelling for authentic STEM education: reinforcing the argument

2019

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“…STEM, 21. yüzyılda eğitim alanında gerçekleştirilmiş köklü bir değişim hareketidir (Land, 2013). Geleceğin iş gücünü oluşturacak neslin mantıklı düşünme, problem çözme, iletişim kurma, yenilikçilik, üretkenlik, takım çalışmasına yatkın olma, sistemli çalışma ve teknolojiyi üst düzeyde kullanabilme gibi 21. yüzyıl becerilerine sahip olması beklenmektedir (Association for Career and Technical Education, National Association of State Directors of Career Technical Education Consortium and Partnership for 21st Century Skills, 2010; Bybee, 2010; Kertil ve Gürel, 2016;Morrison, 2006;Omundsen, 2014;Wagner, 2008). Hedeflenen bu becerilerin kazandırılması için geleneksel yöntemlerin yerine STEM eğitimi gibi disiplinlerarası bir yaklaşımın uygulanması, birçok ülke tarafından kabul görmüştür (Gonzalez ve Kuenzi, 2012).…”

Section: Introductionunclassified

The Impact of Teaching the Subject “Pressure” with STEM Approach on the Academic Achievements of the Secondary School 7th Grade Students and Their Attitudes Towards STEM

Özcan

Koca

2019

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Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

Dolgopolovas,

Dagiene

2024

Comp Applic In Engineering

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In this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

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Mathematical Modeling: A Bridge to STEM Education

Cited by 82 publications

References 36 publications

Models and modelling for authentic STEM education: reinforcing the argument

Models and modelling for authentic STEM education: reinforcing the argument

The Impact of Teaching the Subject “Pressure” with STEM Approach on the Academic Achievements of the Secondary School 7th Grade Students and Their Attitudes Towards STEM

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

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