Theory Into Practice

Li, Tingting; Miller, Emily Adah; Krajcik, Joseph

doi:10.4018/978-1-6684-6932-3.ch001

Cited by 6 publications

(2 citation statements)

References 30 publications

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“…Recent developments in STEM education have shifted towards more student-centered, experiential learning approaches (Keiler, 2018;Manduca et al, 2017). Project-based learning (PBL) has become a dynamic strategy, offering students opportunities to apply theoretical knowledge in real-world contexts (Kwietniewski, 2017;Li, Miller, & Krajcik, 2023). Inquiry-based learning (IBL) encourages curiosity-driven exploration, fostering a deeper understanding of STEM concepts through hands-on experimentation (Gaylor, 2017;Jacobides & Winterbottom, 2020).…”

Section: Introductionmentioning

confidence: 99%

A review on the innovative approaches to STEM education

Nancy Mohd Al Hamad,

Ololade Elizabeth Adewusi,

Chika Chioma Unachukwu

et al. 2024

Int. J. Sci. Res. Arch.

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This review delves into the dynamic terrain of STEM education, navigating classic techniques and novel pedagogies. It investigates the advantages and disadvantages of traditional approaches while highlighting new trends like project-based and inquiry-based learning, collaborative strategies, and technological integration. It stresses the importance of teacher professional development in enabling the implementation of these innovations. As STEM education grows, key future directions include incorporating emerging technology, inclusive practices, global collaboration, and ethical issues. Policymakers are advised to play a critical role in creating an environment that promotes innovation, equity, and lifelong learning. In essence, this review emphasizes STEM education's transformative journey, emphasizing its function in knowledge dissemination and in instilling vital skills for 21st-century issues.

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Section: Introductionmentioning

confidence: 99%

A review on the innovative approaches to STEM education

Nancy Mohd Al Hamad,

Ololade Elizabeth Adewusi,

Chika Chioma Unachukwu

et al. 2024

Int. J. Sci. Res. Arch.

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“…Such a paradigm shift demands a reimagining of science education, transitioning from rote memorization to nurturing knowledge‐in‐use proficiencies (National Research Council [NRC], 2012; Pellegrino & Hilton, 2012). Knowledge‐in‐use signifies adaptive thinking that enables students to apply their knowledge to explain novel and real‐world phenomena or tackle complex problems by figuring out context specific solutions, including iteratively considering and making use of more than one practice or idea (Li et al, 2023; NRC, 2012).…”

Section: Introductionmentioning

confidence: 99%

The relationships between elementary students' knowledge‐in‐use performance and their science achievement

Li,

Chen,

Adah Miller

et al. 2023

J Res Sci Teach

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This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐level hierarchical linear modeling estimates the effects of post‐unit assessments on end‐of‐year summative tests. Results indicate that post‐unit assessment performances predict NGSS‐aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge‐in‐use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge‐in‐use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity‐oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post‐unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS‐aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge‐in‐use development and equitable opportunities for all learners.

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