Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre‐service education in the primary/middle years

Paige, Kathryn; Lloyd, David; Chartres, Mike

doi:10.1080/13598660701793350

Cited by 59 publications

(45 citation statements)

References 16 publications

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“…Özellikle, STEM rol modellerini içeren müdahaleler, öğrencilerin katılımını arttırmada ve STEM'le öğrencilerin orta ve üst düzey seviyedeki doğru algılamalarını oluşturmada oldukça etkili bulunmuştur (Ashby Plant et al 2009;Stout et al 2011;Zeldin, Britner & Pajares, 2008). Birçok araştırmacı, öğrencilerin STEM kariyerlerine hazırlıklı olmaları için bilim insanlarının karşılaştığı disiplinler arası, tanımlanmamış problemleri yansıtan pedagojik uygulamalara katılmaları gerektiğini de savunmaktadır (Anderson 2007;Clark & Ernst 2007;Marshall, Horton & Austin-Wade, 2007;Paige, Lloyd & Chartres, 2008;Park-Rogers, Volkmann, & Abell, 2007). Dahası, öğrencilerin motivasyonunu destekleyen etkinliklerin, öğrenciler arasında matematik ve fen bilimlerinin asıl değerinin anlaşıldığını ve bir STEM kariyer seçimi olasılığını artırdığını göstermektedir.…”

Section: Stem Eğitiminin Mesleki İlgiye Etkisiunclassified

“…In this case, interventions involving STEM role models have been found to be very effective in increasing participations of students and in forming perceptions of students at middle and upper levels with STEM (Ashby Plant et al 2009;Stout et al 2011;Zeldin, Britner & Pajares, 2008). Many researchers also argue that scholars ought to be involved in pedagogical practices that reflect interdisciplinary and unspecified problems in order to prepare STEM careers for students (Anderson 2007;Clark & Ernst 2007;Marshall, Horton & AustinWade, 2007;Paige, Lloyd & Chartres, 2008;Park-Rogers, Volkmann, & Abell, 2007). Furthermore, activities that support motivations of the students demonstrate that students understand the real value of mathematics and science while increasing the likelihood of a STEM career choice.…”

Section: Literature Review and Purpose Of Studymentioning

confidence: 99%

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Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

Çevik

2018

Pegegog

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The aim of this study is to determine effects of the Project-Based (PBL) STEM (Science Technology, Engineering Mathematics) education on academic achievements and career interests of vocational high school students. Pretest-posttest design, one group of pre-trial model, was used in the study. The participants of the research consisted of 18 students in eleventh-grade at the furniture department of vocational high school. Quantitative data collection tools were used to gather the data for the study. “STEM Achievement Test” and “STEM Career Interest Scale” were applied to the students as pretest and posttest. The data obtained from the achievement test and carrier interest test were analyzed by using non-parametric Wilcoxon signed-rank test with SPSS 16.0 software. It was found at the end of the study that, students improved significantly their academic achievement in the furniture design course and developed career interests in a positive direction.

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Section: Stem Eğitiminin Mesleki İlgiye Etkisiunclassified

Section: Literature Review and Purpose Of Studymentioning

confidence: 99%

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

Çevik

2018

Pegegog

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“…Prior researchers have argued that online activities should be authentic and useful (Basque, Dao, & Contamines, 2005;Paige, Lloyda, & Chartres, 2008) and contain enough elements for every team member to work on (Nicholas & Ng, 2009). The wiki task in this study should have helped the participants to achieve the objectives of both courses (MAIE and PGDE) as it essentially helped to "develop participants' ability to coordinate and manage issues related to ICT management in school" (MAIE course) and also to "enhance participants' ability to select appropriate strategies to create learning environments for their students that foster the learning and teaching of ICT subjects" (PGDE course).…”

Section: The Research Objectivesmentioning

confidence: 99%

An Exploratory Study on Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer Assessment

Lai

2012

JITE:IIP

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Executive SummaryThis article discusses an exploratory study that examined whether a wiki-based project could foster student-centered learning. Student teachers were divided into five groups to tackle a group project which involved creating digital learning materials on wiki that could teach information technology (IT) to secondary school students. As assessment is a part of learning, they were also required to develop an assessment rubric to assess the wiki pages created by themselves and their peers. It was observed that a variety of learning resources, such as videos, newspaper clippings, and cartoons, were included in the groups' wiki pages. The student teachers also came up with assessment rubrics for self and peer assessment of their wiki pages by adopting or adapting assessment rubrics available on the Internet. However, the assessment rubrics did not seem to provide clear assessment guidelines as there were large differences among the groups in terms of assessing the wiki pages. In sum, it appears that wiki can facilitate student-centered activities as the statistics logs gathered from the wiki site indicated that the student teachers often revised their wiki project materials, especially after receiving feedback from their peers and course instructors.

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“…Accomplishing this differentiation smooths the path of various ways of knowing, taking into consideration also effective learning approaches in a context of the students' world -including their prior experiences and specific abilities (Paige, Lloyd & Chartres, 2008).…”

Section: From Disciplinary Towards Transdisciplinarymentioning

confidence: 99%

Web-Based Tutorial Group Support in Problem-Based Learning

Franklin¹,

Warfvinge²,

Wretlind³

2007

The International Journal of Learning: Annual Review

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7can be useful across numerous contexts and in the face of changing circumstances. Increasingly, also young people need to manage their own learning processes in self-directed learning, regardless of where they are physically or may move in their lifetimes. As established social structures struggle to address global challenges, people across the planet need to be able to organise themselves and to take initiatives. Keywords:Contextual Analysis, Critical Knowledge Capabilities, Deep Approaches to Learning, Deep Approaches to Teaching, Education for Sustainable Development (ESD), Environmental and Sustainabilty Education Research (ESER), Global Classrooms, Global Learning, Global Learning for Sustainable Development (GLSD), Global-Local Contexts, Phenomenography, Sustainable Development, Teaching Approaches, Transdisciplinary Teaching, Transitions. Ack gör mig värd att se i den! Ack gör mig ren!Karin Boye (ur Glömda land) 11 STUDIES INCLUDED IN THE DISSERTATIONThis thesis is based on the following studies. All articles are reprinted with permission from the copyright holders and appended to the end of the thesis. Study IAnderberg, Nordén, Birgitta, Avery, Helen & Anderberg, Elsie (2012). Learning in global settings: developing transitions for meaningmaking. Research in Comparative and International Education, 7(4), 514-529. Special Issue. Study III Study IVNordén, Birgitta. Transdisciplinary teaching for global learning of sustainable development in a whole school project. The INTRODUCTIONAwareness of global sustainability questions has increased in many parts of the world. A large number of teachers want to make a difference, and feel the urgency of the situation the planet is facing. Nevertheless, working with education for sustainable development (ESD) in practice, teachers frequently experience difficulties dealing with the multiple dimensions of sustainable development, and do not know how to educate on complex issues that stretch across and beyond school subjects. Despite the need for knowledge and research on these questions, issues of introducing a educational development processes for ESD have not been extensively researched to date. This is particularly true at upper secondary school levels. Rather than taking a whole school approach, and working with the processes of development in a sustained and continuous manner, the approach of education for sustainable development at schools has instead often been fragmented, and depended upon individual interests and the work of particularly motivated teachers.The importance of advancing the quality of ESD was early recognised by Hart & Nolan (1999). It has also been concluded that future research in ESD, as well as the particular challenges in global learning for sustainable development (GLSD), have to focus more on support to teachers Scheunpflug, 2011Scheunpflug, , 2014.This thesis takes its point of departure in experiences from the Young Masters Distance Education Programme, which started in 1999 , and a series of projects that connected to 18 this pr...

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Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre‐service education in the primary/middle years

Cited by 59 publications

References 16 publications

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

An Exploratory Study on Using Wiki to Foster Student Teachers’ Learner-centered Learning and Self and Peer Assessment

Web-Based Tutorial Group Support in Problem-Based Learning

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