Moving from STEM to STEAM: The effects of informal STEM learning on students' creativity and problem solving skills with 3D printing

This research is a descriptive survey to determine the needs of lecturers and students for STEM-oriented problem posing learning models that can activate students to ask questions so that students can learn independently and can improve their problem solving skills in calculus. This research sample were students who took Calculus and lecturers who taught calculus. The research instrument used an online needs analysis questionnaire with two forms of statements, namely statements containing qualitative data. The research object consisted of 156 students from Padang State University, Bung Hatta University and STKIP PGRI Padang, as well as 2 lecturers teaching from the three colleges. The results of data analysis showed that on the part of lecturers and students is needed this learning model. Based on this results shows that the importance of designing a multidisciplinary oriented problem posing (STEM) learning model to increase problem solving abilities

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Engaging learners in STEM education

Eesti Haridusteaduste Ajakiri = Estonian Journal of Education ◽

10.12697/eha.2017.5.1.02b ◽

2017 ◽

Vol 5 (1) ◽

pp. 35-58 ◽

Cited By ~ 5

Author(s):

Joseph Krajcik ◽

İbrahim Delen

Keyword(s):

Problem Solving ◽

Learning Environments ◽

Design Process ◽

Stem Education ◽

Practical Knowledge ◽

Student Thinking ◽

Stem Learning ◽

Problem Solving Skills ◽

K 12 ◽

Support Students

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

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STEM-Based Learning Analysis to Improve Students’ Problem Solving Abilities in Science Subject: a Literature Review

Journal of Innovative Science Education ◽

10.15294/jise.v9i2.38505 ◽

2021 ◽

Vol 9 (3) ◽

pp. 79-86

Author(s):

Nurul Heni Astuti ◽

Ani Rusilowati ◽

Bambang Subali

Keyword(s):

Problem Solving ◽

Meta Analysis ◽

Research Articles ◽

Stem Learning ◽

Cognitive Level ◽

Problem Solving Skills ◽

Science Technology ◽

And Mathematics ◽

Learning Analysis ◽

Science Subject

STEM is one of the learning paradigms that integrates science, technology, engineering and mathematics. The combination of several learning methods is implemented to make students achieve certain abilities, like problem solving skills. Problem solving becomes a very important part in learning because it can motivate students and make them having a better cognitive level. The purpose of this study is to describe the effect of STEM learning on physics material applied in schools to the problem-solving abilities of students. The method used in this research is meta-analysis where the researcher analyzed several articles as needed. Articles were limited to the last 5 years of publication, namely 2014 - 2019. Searching for articles used the Scholar, Eric, and Elsevier search engines. From the searching results, it was obtained 21 relevant articles according to the needs of researchers. Then, from 21 articles that were obtained as many as 86% were research articles that used questions or teaching materials as STEM-based learning media and 14% were review articles. The keywords used in the search were STEM, problem solving and physics. Based on the analysis conducted it can be concluded that learning through the STEM approach can improve students' problem solving abilities.

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Motivating Students' STEM Learning Using Biographical Information

International Journal of Designs for Learning ◽

10.14434/ijdl.v7i1.19409 ◽

2016 ◽

Vol 7 (1) ◽

Cited By ~ 3

Author(s):

Janet N. Ahn ◽

Myra Luna-Lucero ◽

Marianna Lamnina ◽

Miriam Nightingale ◽

Daniel Novak ◽

...

Keyword(s):

Problem Solving ◽

Content Knowledge ◽

Science Instruction ◽

Stem Learning ◽

Stem Fields ◽

Scientific Content ◽

Problem Solving Skills ◽

Stem Pipeline ◽

Improved Learning ◽

Oriented Approach

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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