A Model Engineering-Based STEM Learning Program

2019 ◽  
Author(s):  
Mohamed Gharib ◽  
Benjamin Cieslinski ◽  
Brady Creel ◽  
Tala Katbeh
Keyword(s):  
Material Selection ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Learning ◽  
Learning Program ◽  
Program Outcomes ◽  
Science And Engineering ◽  
3D Cad ◽  
Standard Atmosphere

Abstract Over the years, various programs have been created to entice students to the STEM disciplines at early stages of their education. This paper gives insight to STEM education pedagogy through a model STEM program — named “Future Engineers”. Future Engineers was developed and implemented at Texas A&M University at Qatar with the aim of developing and channeling students’ critical thinking skills to apply science and engineering approaches to a real-life problem. The theme of the program was aeronautical engineering and it enabled the students to apply what they have learned in hands-on activities and competitions that challenged the students into performing an objective analysis approach to their designs. Throughout the program, students learned about the advancements of flight instrumentation and how aviation evolved into today’s specialized career field. In addition, the program topics included the standard atmosphere, airplane flight principles, structural concepts, airplane stability, material selection, aerodynamics, and wing airfoil selection. The program encapsulates concepts related to physics, mathematics, engineering, 3D CAD modeling, and 3D printing. This paper identifies the different phases of the program development and the program outcomes in terms of projects created. Future Engineers displayed a significant impact toward the students’ motivation to explore and learn more about science and engineering.

A Model Science-Based Learning STEM Program

2019 ◽  
Author(s):  
Benjamin Cieslinski ◽  
Mohamed Gharib ◽  
Brady Creel ◽  
Tala Katbeh
Keyword(s):  
Forensic Science ◽  
Real Life ◽  
Thinking Skills ◽  
Forensic Analysis ◽  
Critical Thinking Skills ◽  
Infrared Analysis ◽  
Science And Engineering ◽  
Engineering And Technology ◽  
History Of ◽  
Materials Used

Abstract In this paper, a model STEM program called Engineering Heroes: Qatar Special Investigators (QSI), aimed to familiarize young students with science and engineering in real life applications, is presented. The program theme is about forensic science and technology, which included science and engineering activities with hands-on projects to challenge students’ science and critical thinking skills. Throughout the program, students learned about forensic science as an application of science, engineering and technology to collect, preserve, and analyze evidence to be used in the course of a legal investigation. Participants learned the history of forensic analysis and how it evolved into today’s specialized career field. Forensic specialists include backgrounds in chemistry, physics, biology, toxicology, chemical and electrical engineering. Topics included in the program were a study of toxicology and chemical analysis, assays to determine drug contents, fingerprint development, environmental contamination, chromatography in forgery, presumptive vs. confirmatory testing, scanning electron microscopy, infrared analysis, and evidence handling techniques. The details of the program are presented, including the contents, preparation, materials used, case studies, and final crime scene investigation, which featured the learning outcomes.

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

scholarly journals Literature in efL: Beyond language learning

2014 ◽  
Vol 15 (2) ◽  
pp. 234
Author(s):  
Luis Jesús Rincón
Keyword(s):  
Language Learning ◽  
Private School ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Literary Texts ◽  
Group Discussions ◽  
Value Judgments ◽  
Willingness To Use

This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroomenhancing students´ motivation and willingness to use the target language.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

People First: A Case Study in Partnering with the Community

2003 ◽  
Vol 8 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Thomas D. Bordelon
Keyword(s):  
Social Work ◽  
Community Organization ◽  
Real Life ◽  
Social Work Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Social Work Educators ◽  
Macro Practice ◽  
People First

This case study demonstrates the process by which a class composed of senior social work students learns macro practice values and skills by partnering with a community organization. The products of this collaboration emerge from the real-life problem scenario in which students, community partners, and the social work educator collaborate to develop the skills necessary to resolve problems. Through community partnership, social work educators are in the position to expand the opportunities for students to develop critical thinking skills, and provide opportunities to practice community organization within the classroom setting.

scholarly journals Case Briefs in Legal English Classes

2016 ◽  
Vol 45 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Stĕpánka Bilová
Keyword(s):  
Critical Thinking ◽  
Collaborative Work ◽  
Legal Reasoning ◽  
Real Life ◽  
Relevant Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Legal Issue ◽  
Learning Activity ◽  
English Classes

Abstract A case brief can be described as a succinct summary of a case which specifies the facts, procedural history, legal issue(s), court decision and legal reasoning supporting the judgment, even though exact formats may vary. Case briefing is a demanding activity which is required from students during their law studies. The goal is to teach students to focus on the essential parts of the case and to obtain a thorough understanding of the case and the reasoning, which means the students need to employ their analytical and critical thinking skills. The course of English for academic legal purposes (as part of English for specific purposes) can also benefit from implementing case briefs. Students are exposed to useful legal vocabulary while the cases themselves bring real life examples of the law, which can increase students’ interest and motivation. The paper briefly introduces the literature on the methodology of teaching case briefing and on case briefs within the linguistics research and then describes a sample activity on case briefs from legal English classes. My experience shows that it is important to provide students with sufficient scaffolding for completing the task successfully. Even though the students feel they are easily and quickly acquainted with the format and the language used, they encounter problems when preparing particular cases. The activity combines both individual and collaborative work, oral and written outputs and peer reviewing. Case briefing is a valuable learning activity; nevertheless, some students may find it difficult as they need not only language skills, but also general critical thinking skills. The teacher should therefore facilitate their work, help them practice the ability to find relevant information, identify the issue, and comprehend the reasoning behind.

scholarly journals RESEARCH NOTEBOOKS Developing Students' Critical Thinking Skills in KAETSU ARIAKE Junior & Senior High School library

2016 ◽  
Author(s):  
Shoko Sanada ◽  
Hideo Yamada ◽  
Aiko So ◽  
Terumi Kuwata
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
School Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Library Skills

We, Kaetsu Ariake, regard 21st century skills as one of the most important factors for our students to acquire. Especially, critical thinking (CT) and its skills are indispensable. Thus, we offer special classes for the 7th, 8th, and 9th grade students to become better thinkers. Teachers from a variety of subjects teach the classes, which are held in our school library with the help of its librarian. The librarian teaches the students library skills, supports the teachers, and edits the Research Notebooks. The Research Notebooks are the key to managing the three-year course. We refer to the six-step learning program and Revised Bloom’s Taxonomy in order to develop the Research Notebooks. Using the Notebooks, the students can develop good insights and skills to do research. By making use of the library, getting the help of the librarian, and using the Research Notebooks, we promote 21st century skills throughout our school.

scholarly journals What is the teacher's challenge on the developing of learning media to increase critical thinking ability and the character?

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Muhammad Sulthon ◽  
Pratiwi Pujiastuti ◽  
Heri Retnawati
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Program ◽  
Critical Thinking Ability ◽  
Public Elementary Schools ◽  
Thinking Ability ◽  
Essential Function

The development of technology makes learning media have an essential function for the learning process conducted by the teacher to students. However, in reality, there are still many teachers who have not yet implemented the development of learning media to support the learning program. The purpose of this study is to describe the challenges and problems that occur in the development of learning media to improve critical thinking skills and character. This study examines how the challenges of teachers in developing learning media to improve students' critical thinking skills and character. The method was in the form of qualitative data (phenomenology). Data were collected by conducting interviews and observations on nine teachers from 3 public elementary schools in Sleman Regency, Yogyakarta, Indonesia. Based on research, it conducted that students' critical thinking skills and character will increase if the teacher can solve or face challenges in developing existing learning media. 

“You Have to Learn Who Comes with the Disability”: Students' Reflections on Service Learning Experiences with Peers Labeled with Disabilities

2003 ◽  
Vol 28 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Valerie M. Smith
Keyword(s):  
Service Learning ◽  
Life Experience ◽  
Real Life ◽  
People With Disabilities ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Formal Curriculum ◽  
Qualitative Descriptive ◽  
Student Projects ◽  
Depth Interviews

Service learning is the integration of community-based student projects into the formal curriculum of a school or course of study. This qualitative, descriptive study presents understandings about disability issues that seven undergraduates constructed through participation in a semester-long service learning class. Paired with same-aged peers with disabilities for 2 hr/week, students shared campus-based classroom, work, and social experiences. In-depth interviews and examination of reflective journals revealed that students used their experiences to question prior notions of the nature of relationships with people with disabilities, of the meaning and uses of disability labels, and of the perceptions about and place of people with disabilities in society. Results support previous literature highlighting the benefits of real-life experience, framed by constructivist and reflective teaching practices, in developing and reinforcing critical thinking skills.

scholarly journals peter pan: el líder y sus seguidores. una experiencia de filosofía con niños

2019 ◽  
Vol 15 ◽  
pp. 1-24
Author(s):  
Esther Charabati
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Peter Pan ◽  
School Students ◽  
Philosophy And Literature ◽  
Reciprocal Influences ◽  
School Issues

Philosophy and literature are linked by strong ties that are evident in both disciplines: there are numerous literary and philosophical works in which reciprocal influences can be traced. This philosophical experience with children started from a classic work, Peter Pan, to motivate elementary school students. The goals were a) to develop critical thinking skills and ethical problematization around school issues; b) to develop analysis, synthesis, inferring, debate, questioning, and creative thinking skills; and c) for students to make connections between their daily experiences and the situations discussed in the story. Peter Pan portrays a popular kind of character of our times: the leader. Peter is smart and friendly, possesses enough courage and charisma to entice lost children, the Red Skins, and Wendy and her siblings. His imagination and passion for adventure make him even more appealing. Peter also embodies flaws commonly seen in numerous leaders: vanity, selfishness, and lack of responsibility. To exert control he relies on the submission of lost children. While both behaviors may seem natural to us in the story, in real life at school we would label them with words like bullying, abuse, aggression, victims... This experience showed that literary works can trigger deep thinking and debate in students that apply to dilemmas in both school and everyday life; it prompted questioning regarding relationships and points of view; it was also possible to appreciate the possibilities that this space opened to encourage imagination. Educators could witness and see evidence of the power of questioning even though only a few of them had learned these skills. Limited background in critical thinking reduces the ability to implement strategies that contribute to the growth of the above mentioned skills.

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