STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics

Dass, Pradeep Maxwell; Spagnolo, John

doi:10.4018/978-1-4666-9616-7.ch009

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Similarly to other researchers (e.g. Dass, & Spagnolo, 2016), we found that use of a technological tool like InspireData, can set mathematical content in real world contexts that can help students experience mathematics and statistics in the way envisioned by the CCSS-M. All children in our study were able to raise original questions and to use InspireData © to seek answers to these questions by analyzing data in multiple ways that would be difficult otherwise. Moreover, there are strong indications in our study to support the belief that utilization of the affordances provided by a dynamic statistics software such as InspireData © , can indeed scaffold and extend children's informal stochastic reasoning (Ben-Zvi, 2006) by encouraging them to build, refine, and reorganize their intuitive understandings about statistics.…”

Section: Discussionsupporting

confidence: 73%

Early Statistical Reasoning

Kleanthous

Meletiou-Mavrotheris

2016

International Journal of Information Communication Technologies and Human Development

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This paper explores the potential of dynamic statistics software for supporting the early teaching and learning of statistical and probabilistic concepts integrated within the mathematics curriculum. It shares the experiences from a case study that implemented a data-driven approach to mathematics instruction using the dynamic data-visualization software InspireData©, an educational package specifically designed to meet the learning needs of students in the middle and high school grades (Grades 4-12). The authors report on how a group of fourteen (n=14) Grade 4 (about 9-year-old) students used the affordances provided by the dynamic learning environment to gather, analyze, and interpret data, and to draw data-based conclusions and inferences. Findings from the study support the view that mathematics instruction can promote the development of learners' statistical reasoning at an early age, through an informal, data-based approach. They also suggest that the use of dynamic statistics software has the potential to enhance statistics instruction by scaffolding and extending young students' stochastical and mathematical reasoning.

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Section: Discussionsupporting

confidence: 73%

Early Statistical Reasoning

Kleanthous

Meletiou-Mavrotheris

2016

International Journal of Information Communication Technologies and Human Development

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“…In STEM education, one of the preferred learning models among teachers is the 5E (Dass, 2015). Bybee (2015) claims that the model is excellent for teaching 21st-century skills and STEM subjects.…”

Section: Stem-based 5e Model Module (Stem-5e)mentioning

confidence: 99%

The Effect of STEM-based 5E Module (in the topic of Waves) in Enhancing Scientific Literacy Among Ninth-grade Students in Doha, Qatar

Jamal Fayez,

Saleh

2023

IJARPED

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Scientific literacy has received more attention as the main objective of science education, as it fosters critical thinking, the creation of scientific evidence, and problemsolving skills. The purpose of this research is to examine if science instruction using a STEM-5E module on the topic of waves enhances students' scientific literacy in Doha, Qatar. A quasi-experimental technique known as "the non-equivalent (pretest and posttest) control-group design" was applied in this study. 120 students were in the sample; 58 students from two of the 9th grade classes served as the control group, and 62 students from two classes served as the experimental group. Two instruments were used: the scientific literacy test created by the researcher using the "PISA 2018 Scientific Literacy Framework "to evaluate the 9th graders' acquisition of scientific literacy competencies in the topic of waves, and the STEM-5E module (on the topic of waves) developed by the researcher. A one-way ANCOVA analysis was conducted to see whether there was a significant difference in scientific literacy, and a one-way MANCOVA analysis was conducted to determine whether there was a significant difference in the competencies of scientific literacy; "Explain Phenomena Scientifically," "Evaluate and Design Scientific Enquiry," and "Interpret Data and Evidence Scientifically.". that using the STEM-5E module had statistically significant effects on students' results of scientific literacy and its competencies. This indicates that the STEM-5E module improves scientific literacy as well as all three competencies.

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“…Research in the application of the approach STEM in Learning Cycle 5E has not done much in my country. But there are some foreign researchers have conducted Past studies showed that the application of the approach STEM in Learning Cycle 5E improved learning outcomes, liveliness and creativity of students : (1) Dona Clem [10] did research 5E Model Use For elementary STEM Education on the concept of pendulum swings, the result is an increase in students' creativity; (2) Sevil Ceylan [11] researched Improving A Sample Lesson Plan For Secondary Within The STEM (By Model 5E) on Chemistry subject matter, result there was an increased level of understanding of the concept of the student; (3) Pradeep M Dass [12] did STEM Teaching Effectively With The Learning Cycle Approach to the concept of Population Growth (Biology), the results Students are an increased level of understanding of the concept. The purpose of this study is to identify whether there are significant differences concept understanding inprovement between students who received LC 5E combined with STEM higher than students who had learning LC 5E without STEM…”

Section: Relevant Researchmentioning

confidence: 99%

Implementation of STEM Education in Learning Cycle 5E to Improve Concept Understanding On Direct Current Concept

Kaniawati¹,

Kaniawati²,

Suwarma³

2017

Proceedings of the 2016 International Conference on Mathematics and Science Education

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Abstract-This study has been conducted to investigate the comparisons of concept understanding students who has been subjected Learning Cycle (LC) 5E teaching model combined with STEM and students who has been subjected LC 5E without STEM on direct current electricity concept. Implementation STEM in this research is apply and practice STEM content to integrate technology, engineering and mathematics. The quasi experiment methodology was used in this study. The research includes pretest-posttest control group design. The subjects of the research consist of 92 students at 10 th grade of one of high school existing in Kabupaten Majalengka. The data collection tools for the research are 20 multiple choice of concept understanding test with indicator interpreting, comparing, exemplying, explaining and inferring. As a result of the research, it was found that implementation STEM in Learning Cycle 5E in direct current electricity improvement of concept understanding of students who received LC 5E combined with STEM higher than students who had learning LC 5E without STEM.

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STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics

Cited by 4 publications

References 5 publications

Early Statistical Reasoning

Early Statistical Reasoning

The Effect of STEM-based 5E Module (in the topic of Waves) in Enhancing Scientific Literacy Among Ninth-grade Students in Doha, Qatar

Implementation of STEM Education in Learning Cycle 5E to Improve Concept Understanding On Direct Current Concept

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