scholarly journals An SSI-Based STEAM Approach to Developing Science Programs

2021 ◽  
pp. 1-37
Author(s):  
Ha My Anna Mang ◽  
Hye-Eun Chu ◽  
Sonya N. Martin ◽  
Chan-Jong Kim
Keyword(s):  
Climate Change ◽  
Scientific Literacy ◽  
Science Learning ◽  
Learning Opportunities ◽  
Cultural Relevance ◽  
Cross Cultural ◽  
Future Research ◽  
Cultural Contexts ◽  
Science Technology ◽  
And Mathematics

Abstract This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students’ everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an “enactment” stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research.

scholarly journals Zines as Reflective Evaluation Within Interdisciplinary Learning Programmes

2021 ◽  
Vol 6 ◽  
Author(s):  
Autumn Brown ◽  
Mairéad Hurley ◽  
Sophie Perry ◽  
Joseph Roche
Keyword(s):  
Reflective Practice ◽  
Science Learning ◽  
Interdisciplinary Learning ◽  
Cultural Contexts ◽  
Disciplinary Boundaries ◽  
Science Technology ◽  
Diverse Learning ◽  
Unique Method ◽  
Reflective Evaluation ◽  
And Mathematics

This paper presents a unique method for documenting and reflecting learning in interdisciplinary science learning settings, which prioritises the perspectives of marginalised learners and which may be used across cultural contexts. Short for “magazine” or “fanzine,” zines are small DIY booklets which can contain poetry, narrative, drawings, comics, collage and more. Often associated with radical or alternative cultures, they can become a kind of self-made soapbox for the creator, a material artifact that, by its very deconstructed and deconstructing nature, encourages a personalised remixing of ideas. Within this paper, we examine the practical and pedagogical positioning of zines within a STEAM (Science, Technology, Engineering, Arts, and Mathematics) context. As both a visual and text-based artifact, a zine is uniquely capable of capturing broad responses to diverse learning experiences which blur disciplinary boundaries and offers an inclusive and firmly emancipatory approach to reflective practice.

scholarly journals Evidence for a Cultural Mindset: Combining Process Data, Theory, and Simulation

2020 ◽  
Author(s):  
LaTasha R Holden ◽  
Michelle LaMar ◽  
Malcolm Bauer
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Cognitive Modeling ◽  
Cross Cultural ◽  
Simulation Game ◽  
Future Research ◽  
Sequential Decision ◽  
Process Data ◽  
Cultural Contexts ◽  
And Behavior

The goal of the present work is to build a foundation for understanding cognition and decision-making processes in innovative assessment contexts. Specifically, we will assess students’ Cross-Cultural Competence (3C: see Thomas et al., 2008) through a social simulation game. The present work will use Mindset (i.e., individuals beliefs about whether ability is fixed or changeable, see Dweck, 2006) to ground the project in theory because it has been shown to be a powerful motivator for decision-making and behavior in learning and achievement (Dweck & Leggett; 1988; Dweck, 1999), and in cross-cultural contexts (Dweck, 2012). The novel contribution of this paper is to apply Mindset theory to social situations requiring 3C, thus proposing the notion of cultural mindsets—defined here as the set of beliefs including affect, cognition, and behavior people bring to cross-cultural contexts. In cultural mindset, affect and cognition govern the ease with which people adapt, learn, and update cultural information. Additionally, we argue that cultural mindsets are important mechanisms involved in navigating cross-cultural situations effectively and should be considered more in future research. In order to understand how cultural mindset affects student performance, we will apply a computational cognitive modeling approach using Markov decision process (MDP) models. The MDP approach is appropriate for sequential decision-making in non-deterministic environments—as actions are chosen as part of a plan to achieve goals with the knowledge that some action effects will be probabilistic.

Promoting scientific literacy in Evolution through citizen science

2021 ◽  
Author(s):  
Miriam Brandt ◽  
Quentin John Groom ◽  
Alexandra Magro ◽  
Dule Misevic ◽  
Claire Louisa Narraway ◽  
...  
Keyword(s):  
Climate Change ◽  
Civil Society ◽  
Everyday Life ◽  
Citizen Science ◽  
Scientific Literacy ◽  
Learning Opportunities ◽  
Learning Goals ◽  
Science Projects ◽  
Global Challenges ◽  
Essential Prerequisite

Evolutionary understanding is central to biology as a whole. It is also an essential prerequisite to understanding issues in everyday life, such as advances in medicine and global challenges like climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist. Citizen science, which has been increasing in popularity as a means to gather new data and promote scientific literacy, is one strategy through which people can learn about evolution. Despite the potential for citizen science to promote evolution learning opportunities, very few citizen science projects exist to improve scientific literacy in evolution. In this paper, we make the case for incorporating evolution education into citizen science, define key learning goals in the context of evolution, and suggest opportunities for designing and evaluating citizen science projects in order to promote scientific literacy in evolution.

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

2020 ◽  
pp. 153819272097488
Author(s):  
Elvira J. Abrica ◽  
Tonisha B. Lane ◽  
Stephanie Zobac ◽  
Elizabeth Collins
Keyword(s):  
Sense Of Belonging ◽  
Intervention Program ◽  
Qualitative Interviews ◽  
Public University ◽  
Future Research ◽  
Structural Interventions ◽  
Science Technology ◽  
Minority Retention ◽  
Latino Male ◽  
And Mathematics

Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

scholarly journals Integrating supercomputing clusters into education: a case study in biotechnology

2020 ◽  
Author(s):  
Álvaro Fernández ◽  
Camino Fernández ◽  
José-Ángel Miguel-Dávila ◽  
Miguel Á. Conde
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Future Research ◽  
Research Directions ◽  
Science Technology ◽  
Future Research Directions ◽  
Technological Skills ◽  
And Mathematics ◽  
Course Of Study

Abstract The integration of a Supercomputer in the educational process improves student’s technological skills. The aim of the paper is to study the interaction between science, technology, engineering, and mathematics (STEM) and non-STEM subjects for developing a course of study related to Supercomputing training. We propose a flowchart of the process to improve the performance of students attending courses related to Supercomputing. As a final result, this study highlights the analysis of the information obtained by the use of HPC infrastructures in courses implemented in higher education through a questionnaire that provides useful information about their attitudes, beliefs and evaluations. The results help us to understand how the collaboration between institutions enhances outcomes in the education context. The conclusion provides a description of the resources needed for the improvement of Supercomputing Education (SE), proposing future research directions.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

scholarly journals Analysis of the Need for Android Based Mobile Learning Development to Improve Student Science Literations

2021 ◽  
Vol 7 (4) ◽  
pp. 601-606
Author(s):  
Ulia Anisatur Rosidah ◽  
Putut Marwoto ◽  
Bambang Subali
Keyword(s):  
Mobile Learning ◽  
Scientific Literacy ◽  
Science Learning ◽  
Descriptive Study ◽  
Current Situation ◽  
Literacy Skills ◽  
Instructional Media ◽  
Science Technology ◽  
International Ranking ◽  
Learning Development

Science learning in Indonesia has not succeeded in increasing scientific literacy skills, as indicated by the decreasing international ranking from year to year. One of the efforts made to improve scientific literacy is using Android-based learning media. This study aims to analyze the need for the development of instructional media to improve students' scientific literacy at MTs Al Uswah Bergas Semarang Regency. This type of research is a descriptive study that is to describes the current situation. The data instruments used were interviews, observation, and questionnaires. The results of the research on the analysis of the needs for learning media based on android showed that 38% of the 80 students, namely 30 students agreed to develop Android-based learning media, while 29% of the students showed disagreement, 21% strongly agreed, and 12% strongly disagreed. There are aspects of literacy then students including; literacy as mastery of science as knowledge was 63%, 66% as a way of thinking, 62% of scientific literacy as a way of learning, 62% of the aspects of mastery of the competence of the interaction of science, technology, and society. Therefore, it is necessary to conduct research on the development of Android-based mobile learning media to improve students' scientific literacy

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

Catalysts of Women’s Talent Development in STEM: A Systematic Review

2017 ◽  
Vol 28 (4) ◽  
pp. 253-289 ◽  
Author(s):  
Dianna R. Mullet ◽  
Anne N. Rinn ◽  
Todd Kettler
Keyword(s):  
Cultural Production ◽  
Protocol Analysis ◽  
Ecological Model ◽  
Talent Development ◽  
Psychological Characteristics ◽  
Future Research ◽  
Physical Sciences ◽  
Science Technology ◽  
Scholarly Publications ◽  
And Mathematics

Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18 scholarly publications selected according to a systematic protocol. Analysis of the studies’ Results and Findings sections yielded four major themes focused on women’s personal and psychological characteristics, social catalysts, institutional catalysts, and cultural production. Themes were synthesized into a four-level socio-ecological model of women’s STEM talent development. Implications for future research are discussed.

scholarly journals In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 597
Author(s):  
David Aguilera ◽  
José Luis Lupiáñez ◽  
José Miguel Vílchez-González ◽  
Francisco Javier Perales-Palacios
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Future Research ◽  
Science Technology ◽  
Stem Literacy ◽  
Disciplinary Integration ◽  
And Mathematics ◽  
Practice Of Science

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

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