Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

Download Full-text

Problematizing teaching and learning mathematics as “given” in STEM education

International Journal of STEM Education ◽

10.1186/s40594-019-0197-9 ◽

2019 ◽

Vol 6 (1) ◽

Cited By ~ 11

Author(s):

Yeping Li ◽

Alan H. Schoenfeld

Keyword(s):

Mathematics Education ◽

Stem Education ◽

Teaching And Learning ◽

Science Technology ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Alternative Approach ◽

And Mathematics ◽

Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Download Full-text

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

Asia-Pacific Science Education ◽

10.1186/s41029-019-0034-y ◽

2019 ◽

Vol 5 (1) ◽

Cited By ~ 4

Author(s):

Nam-Hwa Kang

Keyword(s):

Mathematics Education ◽

South Korea ◽

Integrated Stem ◽

Science Technology ◽

And Mathematics

Download Full-text

Approach Integrated of Science, Technology, Engineering, and Mathematics – STEM

International Journal of research in Educational Sciences ◽

10.29009/ijres.4.4.3 ◽

2021 ◽

Vol 4 (4) ◽

pp. 99-136

Author(s):

Ibrahiem Mohammed Abdullah ◽

Keyword(s):

Mathematics Education ◽

Significant Role ◽

Arab World ◽

Research Paper ◽

Educational Activities ◽

Science Technology ◽

Mathematics Curricula ◽

Integrated Approaches ◽

And Mathematics ◽

Definition Of

The research paper aims to highlight the STEM approach as one of the modern integrated approaches in the field of mathematics education. STEM which means the integration of Science, Technology, Engineering, and Math has its significant role in the development of curricula in the Arab world generally and particularly in mathematics curricula. This paper addresses the definition of STEM, the justifications for its emergence and the causes for the attention it recently receives. Moreover, the paper sheds light on its objectives, content, related teaching strategies, educational activities, evaluation, characteristics, advantages and obstacles found in its application.

Download Full-text

How STEM Academy Teachers Conceptualize and Implement STEM Education

Journal of Research in STEM Education ◽

10.51355/jstem.2015.8 ◽

2015 ◽

Vol 1 (1) ◽

pp. 45-58

Author(s):

Teruni Lamberg ◽

Nicole Trzynadlowski

Keyword(s):

Elementary Teachers ◽

Stem Education ◽

Teacher Interviews ◽

Science Technology ◽

Hands On ◽

Subject Areas ◽

And Mathematics ◽

K 12 ◽

Reading Activities ◽

Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Download Full-text

3D Printing in the Context of Science, Technology, Engineering, and Mathematics Education at the College/University Level

21st Century Nanoscience – A Handbook ◽

10.1201/9780429351631-14 ◽

2020 ◽

pp. 14-1-14-21

Author(s):

Peter Moeck ◽

Paul DeStefano ◽

Werner Kaminsky ◽

Trevor Snyder

Keyword(s):

Mathematics Education ◽

3D Printing ◽

Science Technology ◽

University Level ◽

And Mathematics

Download Full-text

Computational Expression

Teaching Computational Thinking and Coding to Young Children - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7308-2.ch007 ◽

2021 ◽

pp. 134-156

Author(s):

Amanda L. Strawhacker ◽

Amanda A. Sullivan

Keyword(s):

Stem Education ◽

Visual Arts ◽

21St Century ◽

Fine Arts ◽

Computational Thinking ◽

Thinking Skills ◽

Pedagogical Approach ◽

The Past ◽

Science Technology ◽

And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Download Full-text

Enabling creative collaboration for all levels of learning

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1808678115 ◽

2019 ◽

Vol 116 (6) ◽

pp. 1878-1885 ◽

Cited By ~ 2

Author(s):

Youngmoo E. Kim ◽

Brandon G. Morton ◽

Jeff Gregorio ◽

David S. Rosen ◽

Kareem Edouard ◽

...

Keyword(s):

Work Experiences ◽

Student Work ◽

Science Technology ◽

12Th Grade ◽

Drexel University ◽

Graduate Research ◽

Integrated Programs ◽

And Mathematics ◽

K 12 ◽

Professional Artists

A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

Download Full-text