Sparking Innovation in STEM Education with Technology and Collaboration

Kärkkäinen, Kiira; Vincent‐Lancrin, Stéphan

doi:10.1787/5k480sj9k442-en

Cited by 32 publications

(24 citation statements)

References 61 publications

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“…As a global need, this study is of particular importance in light of the recent Organization for Economic and Collaboration Development (OECD) research report, which highlights how young children's higher-order thinking, above and beyond content learning, can be fostered by STEM-supported pedagogical models (Kärkkäinen & Vincent-Lancrin, 2013). Another issue in focus to act upon the understanding that EC educators agree upon -A sense of wonder arising from aesthetic STEM-based experiences should be the starting point for inquiry in EC education (Early Childhood Australia, 2018;National STEM School Education 2016-2026Strategy, Australia, 2015Marsh et al, 2017).…”

Section: Rationalementioning

confidence: 99%

Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)

Kewalramani

Palaiologou

Dardanou³

2020

EURASIA J MATH SCI T

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This paper presents findings from an ongoing international study of Early Childhood (EC) teachers' and children's use of Internet of Toys (IoToys) to understand possibilities for developing children's cognitive capacities (e.g., creativity, inquiry, engineering design thinking). The study employed a Design Based Research (DBR) method, where teachers intentionally plan and deliver technologically constructed Science Technology Engineering and Mathematics (STEM) experiences for preschoolers. Using Australia as a case study, data collection involved participant observation of three teachers' and 17 children's technology constructed play experiences with robotic toys, littleBits electronic magnetic blocks, alongside pre and post semi-structured interviews with teachers and children's photo voice sessions were video recorded. Analysing the findings using embodied cognition theory showed that the teachers, although novice in their own technological pedagogical knowledge engaged children's play with the robotic toys, and co-learn with the children. Integration of STEM-focused playful experiences supported children's scientific inquiry, design thinking and creativity as well as vocabulary targeted at interdisciplinary STEM concepts. With the ever increasing focus on developing children's 21st century skills, this study recommends engineering habits of mind, creativity and inquiry dispositions should now be taken into account in teaching and learning situations with young children and to develop STEM engagement.

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Section: Rationalementioning

confidence: 99%

Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)

Kewalramani

Palaiologou

Dardanou³

2020

EURASIA J MATH SCI T

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“…Due to the subject-specificity of enjoyment and boredom, and of their relations with achievement (see Goetz et al, 2007Goetz et al, , 2010, we chose to focus on a single subject, mathematics. Mathematics education in school has been the focus of international concern to ensure adequate preparation for higher study in science, technology, engineering, and mathematics (STEM) subjects and ensuring a competent STEM workforce (e.g., English, 2016; Kärkkäinen & Vincent-Lancrin, 2013;Wai, Lubinski, Benbow, & Steiger, 2010). As less positive attitudes towards mathematics have generally been reported by female students (e.g., Barkatsas, Kasimatis, & Gialamas, 2009;Watt, 2006) gender was also included as a covariate.…”

Section: Aims Of the Present Studymentioning

confidence: 99%

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Putwain

Becker²,

Symes

et al. 2018

Learning and Instruction

165

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Reciprocal relations between students' academic enjoyment, boredom, and achievement over time http://researchonline.ljmu.ac.uk/id/eprint/7090/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Abstract The control-value theory (CVT) proposes that achievement emotions and academic achievement show reciprocal effects over time. Previous studies have examined how achievement emotions predict subsequent achievement. However, evidence is limited for whether achievement can also predict achievement emotions. To examine these reciprocal relations, data were collected about two achievement emotions: enjoyment and boredom, and mathematics achievement over four waves in a single school year in primary school students in Years 5 and 6. Results from structural equation modeling supported reciprocal relations between emotions and achievement. Higher enjoyment and lower boredom predicted greater subsequent achievement and, in turn, greater academic achievement predicted subsequent greater enjoyment and lower boredom. Furthermore, the relations between emotions over time were mediated by achievement. These findings build on the evidence base for CVT and further understanding of relations between achievement emotions and academic achievement in younger students. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

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“…ICTs enable instantaneous interaction and feedback between students and teachers. The immediate feedback it provides allows teachers to personalise their instruction to the needs of individual students or to specific groups of students (Kärkkäinen and Vincent-Lancrin, 2013).…”

Section: Box 10 Freely Available Online Resources For Classroom Instmentioning

confidence: 99%

“…When combined with other learning approaches, technology-enabled collaboration can contribute to project, problem-based learning or OECD DIGITAL ECONOMY POLICY PAPERS supplement face-to-face learning. Technology-enabled collaboration models may include in-built assessment features which may also take into account team performance and/or collaborative activity (Kärkkäinen and Vincent-Lancrin, 2013).…”

Section: Digital Technologies Foster Collaborative Learningmentioning

confidence: 99%

“…In educational gaming, students play with video games, interact with simulations or engage with virtual worlds. In some cases, educational gaming may include collaborative project-based learning experiences where students themselves become game designers and content producers (Kärkkäinen and Vincent-Lancrin, 2013). For instance, the City Academy Norwich has used its Eco-Virtual Environment (EVE) project to "engage students in an immersive virtual world to develop their collaborative skills, communication skills and understanding of global energy challenges" (Box 11).…”

Section: Digital Technologies Foster Collaborative Learningmentioning

confidence: 99%

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Skills for a Digital World

Rimini¹

2016

OECD Digital Economy Papers

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This report sets the scene for the discussion of Panel 4.2 "Skills for a Digital World" of the OECD Ministerial Meeting on the Digital Economy, 21-23 June 2016, Cancún (Mexico). It provides new evidence on the effects of digital technologies on the demand for skills and discusses key policies to foster skills development for the digital economy. The report was prepared by Michele Rimini and Vincenzo Spiezia, OECD, for the Working Party on Measurement and Analysis of the Digital Economy (MADE). It was approved and declassified by the Committee on Digital Economy Policy on 13 May 2016 and prepared for publication by the OECD Secretariat. Note to Delegations: This document is also available on OLIS under reference code: DSTI/ICCP/IIS(2015)10/FINAL This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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Sparking Innovation in STEM Education with Technology and Collaboration

Cited by 32 publications

References 61 publications

Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)

Children’s Engineering Design Thinking Processes: The Magic of the ROBOTS and the Power of BLOCKS (Electronics)

Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time

Skills for a Digital World

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