Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling

Abstract

The purpose of this study was to explore how a science, technology, engineering, and mathematics (STEM) project with mathematical modeling influenced student competencies regarding sustainability in a university classroom. We used mixed methods with a convergent parallel design. Forty-two students participated in a STEM project during six consecutive sessions of an algebra class. Before and after the STEM project, the students completed surveys about their perceptions of the mathematical modeling approach. Semi-structured interviews and daily reflection sheets from 10 volunteers were used in qualitative analyses. According to the results of the quantitative analysis, after the completion of the STEM project students perceived that mathematical modeling is a useful tool for recognizing problem situations in the present, for predicting future societal changes, and identifying possible solutions to balance the needs of present and future generations. Our qualitative examination revealed that students’ modeling processes did not necessarily follow processes suggested by prior studies. In fact, students perceived more opportunities to practice modeling processes than we predicted. In addition, students indicated that their increased awareness of STEM projects provided opportunities to practice an interdisciplinary approach and to consider current and future real-world situations. We discuss the implications of our results for teaching sustainability using STEM projects and offer suggestions for future research.

The Role of Mathematical Modeling in STEM Integration and Education

“…In the researches, teachers stated that this kind of instruction encourages students, focuses their attention on the subject and they learn the lesson better by leaving a positive effect on them [31,53,54]. An example of this is the STEM project conducted in conjunction with mathematical modeling to investigate the impact of student competences on Theorizing STEM Education in the 21st Century sustainability in a university classroom [55]. In recent years, it has seen that teachers have been given courses for STEM training based on model-eliciting activities within STEM integration [30,56].…”

STEM Temelli Ders Planı Hazırlama Süreci ve Uygulama Sonuçları: Çevreci Sifon Etkinliği

“…In their study, Nguyen, Nguyen and Tran (2020) interviewed 635 teachers working in STEM disciplines in middle schools and stated that the teachers wanted to use STEM education to address real-life sustainability problems such as pollution, sustainable consumption and production, energy and water saving. In the study conducted by Suh and Han (2019) on 42 university students, it was investigated how a STEM project affected student competencies related to sustainability by using a mathematical modelling applied for six weeks in mathematics lessons. In the study, it was stated that the students perceived the mathematical modelling and the STEM project to be useful in recognizing existing problems, predicting future social changes, and identifying possible solutions to balance the needs of current and future generations.…”

“…In the literature review briefly summarized above, through the integration of sustainable development education with STEM, individuals are expected to use their STEM knowledge and skills to solve current sustainability problems or future economic, environmental and social problems in order to achieve a goal of sustainable life (Nguyen et al, 2020;Smith & Watson, 2016;Suh & Han, 2019). In addition, with STEM education, it is emphasized that individuals should acquire environmental information, develop a positive attitude towards the environment and develop environmentally friendly behaviours (Candan-Helvaci & Helvaci, 2019;Özçakır-Sümen & Çalışıcı, 2016).…”

“…Since sustainability and environmental problems are basically related to society and the real world, it has been stated that STEM studies can have a great impact on students and it is recommended in the literature that teachers should prepare STEM lesson plans integrated with sustainable development education and examine how students interact in groups (Suh & Han, 2019). For this reason, in the current study, it was aimed to apply and examine the application of a lesson plan based on sustainable development education, including a STEM activity and bringing the S, M and E of STEM to the fore with middle school students.…”

Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development

“…Thus, sustainable development should enable natural systems to be sustained by allowing economies and societies to achieve the goals of human development. In other words, sustainable development means that current actions should not undermine the ability of future generations to meet their needs [13,14]. SDOE aims to "empower and equip present and future generations to meet their needs, using a balanced and integrated approach to the economic, social and environmental dimensions" [15].…”