What Is the Role of Statistics in Integrating STEM Education?

Watson, Jane; Fitzallen, Noleine; Chick, E

doi:10.1007/978-3-030-52229-2_6

Cited by 10 publications

(12 citation statements)

References 19 publications

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“…The overlap across the curriculum of the critical underlying concepts and goals that are found there should reinforce efforts of teachers to make STEM connections explicit to students in the classroom. As Watson et al (2020a) point out, many career opportunities are emerging across a range of fields linked to STEM. It is hoped that some students will continue an interest in similar topics as they continue their education.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, Watson et al (2020a) have made the case for the critical role of statistics in integrating STEM education. The first evidence put forward for this case is based on variation being an essential part of STEM, underpinning the implementation, quantifying, and improving of projects relying on measurement of data in these fields.…”

Section: Introductionmentioning

confidence: 99%

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Consolidating understanding of variation as part of STEM: experimenting with plant growth

et al. 2022

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Integrated STEM activities are espoused as appropriate for enhancing student learning in relation to statistical concepts; however, a greater understanding of the way in which students’ ideas about those concepts develop is needed to maximise the learning potential offered by engagement in STEM activities. For this study, plant growth was chosen as a topic from the Year 6 Australian Science Curriculum as an appropriate context to employ aspects of the four STEM disciplines to explore students’ developing ideas about variation. Sixty-four Year 6 students across three school terms worked in groups of four to trial various treatments and their effects on the growth of radish or wheat seeds. This report considers two aspects of student learning related to this topic based on (i) the formative assessment of features of students’ workbook entries specifically related to variation during the part of the classroom activity based on their TinkerPlots graphs and (ii) the later summative evidence of learning in responses to end-of-year questions on the activity for 56 of the students. The workbook entries are presented via a qualitative analysis to provide evidence of the forming of understanding of variation in a STEM context, with the SOLO Taxonomy being employed to assess the longer-term evidence and developmental nature of that learning. Overall, a broader picture has emerged of the potential for developing appreciation of variation in a STEM context in primary school.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Consolidating understanding of variation as part of STEM: experimenting with plant growth

et al. 2022

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“…In today's world, statistics are rapidly gaining prominence and attention. Statistics is essential for advancing research, economics, politics, schools, and universities (Garfield et al, 2015;Smith et al, 2019;Watson et al, 2020). Most school curricula include Statistics as a component of the mathematics discipline.…”

Section: Introductionmentioning

confidence: 99%

“…Most school curricula include Statistics as a component of the mathematics discipline. Statistics may promote the integration of STEM fields (Watson et al, 2020). This is achievable owing to its incorporation into a specific STEM curriculum and its usefulness in building learning experiences using statistics as a pedagogical framework.…”

Section: Introductionmentioning

confidence: 99%

“…Aside from this, the basic idea of variation, which supports statistics, is the beginning point for relevant STEM activity. Statistics provides a method for integrating STEM from the outset of students' educational experiences due to the ability of the statistical practice to aid in making judgments based on data acquired across these disciplines (Watson et al, 2020). In addition to the general need for a statistically literate population, the growing recognition of the importance of STEM fields for solving a nation's economic and environmental problems and the emergence of the field of Data Science increase the pressure to hire more professional statisticians.…”

Section: Introductionmentioning

confidence: 99%

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An Integrated Stem Framework for Facilitating Statistics Instruction

Hasim¹,

Rosli²,

Halim³

2023

IJARPED

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The spirit of innovation in education has become part of the methods used to reform the way knowledge is learned. Many researchers and educators have continuously made significant efforts to encourage the use of a STEM-integrated approach in the classroom. However, several obstacles exist, such as a lack of teaching resources and pedagogical content knowledge, when teachers want to incorporate the approach into mathematics classrooms. Thus, the Malaysian Statistics Module for Form Four Students (MySTAT4) module was developed to nurture teachers' and students' statistical thinking and inventive skills such as reasoning, critical thinking, and creativity. In this paper, we present the conceptual framework of the MySTAT4 module and demonstrate a brief lesson for teaching and learning a statistics topic based on the approach. Through a content analysis method, we reviewed and analysed literature and documents on STEM-integrated approaches and statistics topics to produce the MySTAT4 framework that connects problem-solving and problem-based learning. The framework is suitable for assisting the STEM and mathematics education communities in developing, providing standard lesson materials and assessment tools, and innovating integrated pedagogical approaches to statistics topics. By utilising the framework, both practitioners and researchers can adapt a common foundation that relates the ways, steps, processes, and activities of problem-solving across interdisciplinary domains into a single point of reference.

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