STEAM projects with KIKS format for developing key competences

Abstract

Secondary education curricula highlight competence-based learning; however, meaningful school-intervention habits have not yet been observed. The initiatives implemented have focused primarily on promoting the combined development of no more than three key competences. This article presents an international study, under the Erasmus+ and H2020 programmes, for analysing the impact of the STEAM project-based learning approach with KIKS format (Kids Inspire Kids for STEAM) on the interwoven development of key competences. The sample included 267 high school students divided into 53 teams from 29 educational centres in Finland, England, Hungary, and Spain. Each team carried out several projects, for no less than two academic years, by means of the following two approaches: STEAM project-based learning and KIKS format. Data from this qualitative study were collected from observations and interviews with students, teachers, and KIKS trainers. Analyses revealed that the combination of these two approaches facilitated the development of all eight key competences. The project-based learning focus essentially fostered the enhancement of the mathematical competence and competence in science, technology, and engineering, while KIKS format promoted literacy and multilingual competences. The remaining competences were encouraged by the combination of both approaches. It is noteworthy that prolonged participation in the programme, as it was implemented, was crucial to achieving the obtained outcomes. Los currículos de educación secundaria resaltan el aprendizaje por competencias, sin embargo, actualmente no se observan cambios sustanciales en los hábitos de intervención en el aula. Las iniciativas implementadas se han centrado principalmente en impulsar el desarrollo conjunto de tres competencias clave como máximo. Este artículo presenta un estudio internacional, bajo los programas Erasmus+ y H2020, con el objetivo de establecer relaciones entre el aprendizaje basado en proyectos STEAM con formato KIKS (Kids Inspire Kids for STEAM) y el desarrollo global de las competencias clave. La muestra incluye 267 estudiantes de secundaria distribuidos en 53 equipos, pertenecientes a 29 centros de Finlandia, Inglaterra, Hungría y España. Cada equipo elaboró varios proyectos, durante al menos dos años académicos, mediante los siguientes enfoques de implementación: aprendizaje basado en proyectos STEAM y formato KIKS. Los datos de este estudio cualitativo se recabaron por medio de observaciones y entrevistas a estudiantes, profesores y formadores KIKS. Los análisis revelaron que la combinación de ambos enfoques facilitó el desarrollo de las ocho competencias clave. El aprendizaje por proyectos favoreció esencialmente el desarrollo de la competencia matemática y competencia en ciencia, tecnología e ingeniería, mientras que el formato KIKS potenció las competencias en lectoescritura y multilingüe. El resto de competencias se vieron estimuladas por la combinación de ambos enfoques. Cabe destacar que la participación prolongada en el programa de implementación fue determinante en los resultados obtenidos.

Komparasi Efektivitas Model Pembelajaran Project Based Learning (PjBL) dan Konvensional: Studi Pada Siswa Menengah Pertama

“…Menurut Harmer & Stokes (2014), komponen utama PjBL adalah belajar denagan melibatkan, kolaborasi dan kerja kelompok dampak manfaatnya bagi siswa adalah meningkatkan kepercayaan diri dan motivasi Ocak & Uluyol (2010), keterampilan berpikir tingkat tinggi seperti kemampuan pemecahan masalah, pengambilan keputusan, pemikiran kritis (Thomas, 2000), dan keterampilan kerja kelompok (Frank & Barzilai, 2004;García González & Veiga Díaz, 2015;Thomas, 2000). Belajar dengan melakukan adalah inti dari pendekatan ini yang diakui oleh banyak peneliti (Markula & Aksela, 2022;Diego-Mantecón et al, 2021;Corfman & Beck, 2019).…”

Hothousing: Utilising industry collaborative problem solving practices for STEAM in schools

“…The KIKS (Kids Inspiring Kids in STEAM) EU project also engaged four European countries over a two-year period with a total of 40 schools and approximately 400 students, including three special needs schools (Houghton, Oldknow, Diego-Mantecón, Fenyvesi, Crilly & Lavicza, 2019;Fenyvesi, Houghton, Diego-Mantecón, Crilly, Oldknow, Lavicza et al, 2017). Students between 13-16 of very different abilities were asked to develop STEAM projects over a range of technologies for their fellow students via both physical face-to-face and on-line collaboration (Diego-Mantecón, Blanco, Ortiz-Laso & Lavicza, 2021).…”

An attempt to evaluate STEAM project-based instruction from a school mathematics perspective

“…Chaaban et al (2021) and Nguyen et al (2021) stressed that many teachers abandon collaborative learning due to students' resistance to change, and the fact that it generates low levels of effort in some students. To avoid this issue, Diego-Mantecón et al (2021) proposed working in small groups under the KIKS (Kids Inspiring Kids for STEAM) format. The KIKS format promotes collaboration not only among the members of a single team, but also among other educational agents including national and international counterparts, teachers, families, and researchers.…”

“…The second dimension, problemcentred, implicates solving problems in authentic contexts (Conradty & Bogner, 2019;Margot & Kettler, 2019). These problems tend to be open-ended and ill-defined, encouraging creative solution pathways (Herro et al, 2019) and multiple answers (Diego-Mantecón et al, 2021). Inquiry-based learning seeks to promote processes such as questioning, hypothesizing, experimenting, and deducing conclusions (Pedaste et al, 2015;Thibaut et al, 2018).…”