Teaching STEM in the Secondary School

Banks, Frank; Barlex, David

doi:10.4324/9780203809921

Cited by 65 publications

(27 citation statements)

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“…The interdisciplinary aspect of STEAM should be further studied as a unique feature and goal in order to inform ways of designing meaningful interdisciplinary activities for STEAM. Given the various methods by which to make learning activities interdisciplinary (Banks & Barlex, 2014;National Research Council, 2012), further research on different effects from different ways of integration is necessary. Research on these topics should be accompanied by research on student learning process and its effects.…”

Section: Discussionmentioning

confidence: 99%

“…Given the limited research, instructional design for integrated STEM can be informed by the literature on problembased learning (PBL). In a number of reviews on integrated STEM programs, researchers found that integrated STEM programs commonly utilize real-world complex problems as instructional contexts in which students apply knowledge and practices from multiple disciplines (Banks & Barlex, 2014;Kelley & Knowles, 2016;Lynn, Moore, Johnson, & Roehrig, 2016;National Academy of Engineering and National Research Council, 2014). PBL is a well-researched and widely accepted student-centered instructional approach in which students are given an ill-structured real-world problem to investigate viable solutions for by applying knowledge and skills from various sources (Hmelo-Silver, 2004;Savery, 2006).…”

Section: Introductionmentioning

confidence: 99%

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A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea

Kang

2019

Asia Pac. Sci. Educ.

134

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Integrated STEAM education in South Korea is an approach to preparing a quality STEM workforce and literate citizens for highly technology-based society. Through a literature review, this study examined the STEAM education initiative in South Korea and investigated its effects on learning and teaching. Studies in South Korea found that teacher professional development courses increased teachers' recognition of the initiative as well as their confidence in teaching STEAM. Teacher interviews showed that coaching in classroom practices within teachers' professional development was helpful. Although studies reported that many science teachers adopted STEAM in science teaching, there was a lack of research on how teachers taught STEAM lessons, let alone the connections between teachers' perceptions of STEAM and their classroom practices. As for STEAM effects on student learning, a number of meta-analyses showed that students' experiences with STEAM were effective in both cognitive and affective learning. The effect was higher in affective domains. Interviews with college students who had STEAM experiences in grade school showed that the effects could be long-term. The metaanalysis studies failed to identify significant mediating factors, which required further indepth research on how contextual variables function in student learning. This paper provides a glimpse of what can be achieved through STEAM efforts, and what should be further researched for better theory and practice.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea

Kang

2019

Asia Pac. Sci. Educ.

134

View full text Add to dashboard Cite

show abstract

“…For example, when pupils are only engaged in data collection, they have no clue of the problems occurring in data analysis. While being actively involved in this process, pupils should realize a fixed path to a solution is a utopia (Banks and Barlex, 2014).…”

Section: Stem@schoolmentioning

confidence: 99%

Developing a Module to Teach Thermodynamics in an Integrated Way to 16 Year Old Pupils

Goovaerts

Cock

Struyven

et al. 2019

European Journal of STEM Education

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In order to motivate secondary school pupils for STEM studies and professions, a teaching approach with a focus on integration of STEM components is developed. This paper focuses on the integration of physics and mathematics into an engineering design problem in K10 education, namely building and heating a model of a passive house with a sun boiler. Specific attention is given to the core ideas of integrated STEM while developing this module. These applied ideas comprise problem-centered and cooperative learning, with explicit attention to research and design, as well as taking into account results from discipline specific educational research results.

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“…By combining these ideas, the assumption is that maximal learning gain occurs (Mehalik et al, 2008). The key principles are: integration of different STEM disciplines (Becker and Park, 2011;Capraro et al, 2013;Christiansen and Rump, 2008;Huntley, 1998;James et al, 2000;Lam et al, 2008;Moore and Smith, 2014;Riordáin et al, 2016;Ross and Hogaboam-Gray, 1998;Wicklein and Schell, 1995), problem-centered (Dym et al, 2005) and cooperative learning (Dym et al, 2005;Fosnot and Perry, 1996;Isık and Tarım, 2009), with explicit attention to research and design (Banks and Barlex, 2014;Dym et al, 2005;Mehalik et al, 2008;Wallin et al, 2016), as well as the application of discipline specific educational research results. More information on the project can be found on its website (www.stematschool.be).…”

Section: Introductionmentioning

confidence: 99%

A Concrete Proposal to Introduce Control Theory to 16 Year Old Pupils

Goovaerts

Cock

Struyven

et al. 2019

European Journal of STEM Education

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High level, abstract engineering thinking and design is a subject that is hardly addressed in current curricula for secondary education. This is contradictory to the increasing need for more in depth STEM education in secondary schools dictated by the evolution of our society towards an ever more STEM based information society. In this paper an approach is presented to introduce 16 year old Belgian pupils to some of the most important, basic concepts of control theory. Control theory is here exemplary for more general engineering science. The problem used to introduce control theory is that of heating system design in houses.

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Teaching STEM in the Secondary School

Cited by 65 publications

References 0 publications

A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea

A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea

Developing a Module to Teach Thermodynamics in an Integrated Way to 16 Year Old Pupils

A Concrete Proposal to Introduce Control Theory to 16 Year Old Pupils

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