Philosophy of STEM Education

Chesky, Nataly; Wolfmeyer, Mark

doi:10.1057/9781137535467

Cited by 79 publications

(31 citation statements)

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“…The STEM approach emphasizes that fragmentation of subjects must be minimized, especially in disciplines related to science, technology, engineering, and mathematics. The four STEM fields are inherently related so that it will benefit students to learn through contextual projects according to the demands of the times (Chesky & Wolfmeyer, 2015).…”

Section: Stem Educationmentioning

confidence: 99%

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How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Arlinwibowo¹,

Retnawati²,

Kartowagiran³

2021

Challenges of Science

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STEM education has received a lot of attention, including in Indonesia, because it is considered capable of preparing competitive students in the 21st century. However, the implementation of STEM learning is constrained because there are no standard guidelines according to the curriculum 2013 (education curriculum in Indonesia). Therefore, the aim of this study is to find an integration formula for STEM learning and the curriculum 2013 based on the synthesis of various literature to find a formula for implementing STEM learning in accordance with the curriculum 2013. This study is a systematic review. The data sources in this research are 46 selected literatures and relevant to the research objectives published between 1996 and 2020. The data sources are literature published in ISBN books, government documents, and journals. The data collected from the literature were analyzed with a thematic model starting with data introduction, initial coding, compiling code within a theme, analyzing themes, naming themes, and relating findings to research questions. The research resulted in a learning step that combines EDP in STEM, the scientific approach in the 2013 curriculum, and project learning steps. The merger produces a guideline for implementing STEM learning in the 2013 curriculum starting from problem identification, making problem-solving designs, design realization, testing and studying product deficiencies, improving products, drawing conclusions, and communicating the findings of the learning process.

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Section: Stem Educationmentioning

confidence: 99%

“…Both of them have specific learning steps. On the other hand, there are similarities, STEM is identical to the project (Chesky & Wolfmeyer, 2015) while the 2013 curriculum mandates project-based learning to be one of the learning models (Ariyana et al, 2018). At present, there is no reference that clearly shows the mixing of the two.…”

Section: Introductionmentioning

confidence: 99%

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Arlinwibowo¹,

Retnawati²,

Kartowagiran³

2021

Challenges of Science

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“…kemauan sendiri melakukan aktivitas proyek yang telah ditugaskan kepadanya. Aktivitas yang dilakukan dengan sungguh-sungguh dan secara langsung oleh peserta didik berdampak pada pola pikir dan logika yang secara tidak langsung diasah ketika mengerjakan tugas proyek (Capraro, dkk., 2016 faktor yang mempengaruhi hasil belajar matematika yaitu faktor internal dan faktor eksternal, sehingga hasil belajar matematika dengan sendirinya juga meningkat (Chesky & Wolfmeyer, 2015). Dengan kata lain bahwa penerapan model pembelajaran project-based learning berbasis pendekatan STEM secara bersama-sama dapat meningkatkan kemampuan berpikir kreatif dan hasil belajar matematika.…”

Section: Hasil Penelitianunclassified

Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM

Widana¹,

Septiari²

2021

jel

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¬Creative thinking is one of the competencies needed in the Industrial Revolution 4.0, where change is very dynamic, so it must be balanced with an irregular way of thinking. This study analyzes the effect of the project-based learning models on the STEM approach to creative thinking skills and mathematics learning outcomes. The population was grade VII students of SMP PGRI 6 Denpasar in the 2019/2020 school year. The sample of the experimental class and the control class used the random sampling technique. The experimental class was given treatment with a project-based learning model based on the STEM approach, while the control group used a conventional project-based learning model. Data on creative thinking skills were collected using a questionnaire, and data on mathematics learning outcomes were collected using essay tests. Data were analyzed using the Manova test. The results of the study: there is an effect of the STEM approach-based project-based learning model on creative thinking skills; there is an effect of project-based learning model based on STEM approach on mathematics learning outcomes; there is an effect of the project-based learning model based on the STEM approach together on creative thinking skills and mathematics learning outcomes.

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“…STEAM has cognitive and affective objectives, namely STEAM Literacy [12], and also democratic and utilitarian goals (skill development) [13]. STEAM is based on educational philosophies such as Deweyan pragmatism and the premise that learning should be constructed through (reflection about) experience [14].…”

Section: Introductionmentioning

confidence: 99%

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

2021

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This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

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Philosophy of STEM Education

Cited by 79 publications

References 0 publications

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Kemampuan Berpikir Kreatif dan Hasil Belajar Matematika Siswa Menggunakan Model Pembelajaran Project-Based Learning Berbasis Pendekatan STEM

Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education

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