Learning Through Redesigning a Game in the STEM Classroom

2021 ◽  
pp. 104687812110392
Author(s):  
Farzan Baradaran Rahimi ◽  
Beaumie Kim
Keyword(s):  
Fourth Graders ◽  
Digital Games ◽  
Learning Potential ◽  
Original Game ◽  
Mathematical Concepts ◽  
Integrated Stem ◽  
Science Technology ◽  
Mathematics Class ◽  
And Mathematics

Background Play is an important part of the childhood. The learning potential of playing and creating non-digital games, like tabletop games, however, has not been fully explored. Aim The study discussed in this paper identified a range of activities through which learners redesigned a mathematics-oriented tabletop game to develop their ideas and competencies in an integrated STEM (science, technology, engineering, and mathematics) class. Method Third and fourth graders worked as teams to make changes on Triominos over a period of six weeks. Considering what could be changed from the original game, each group provided a different design for Triominos to accommodate the changes introduced. We gathered data through weekly observations of two classes (about 45 learners, ranging from age eight to ten) in a west-Canada school. In this paper, we present the works of three groups of three teammates. Results We found that any change made by learners not only influenced mechanics, dynamics, and aesthetics of the game but also helped engage learners, encourage unconventional ideas, promote learning, and solve problems. Based on our findings, we suggest redesigning games facilitated learners deepen their understanding of mathematical concepts as part of a designed game system in STEM classes.

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

Unearthing the Mathematics

2017 ◽  
Vol 23 (7) ◽  
pp. 438-441 ◽  
Author(s):  
Kim Hunter ◽  
Richard Cox ◽  
Sarah B. Bush ◽  
Kristin Leigh Cook ◽  
Jeffrey Jamner
Keyword(s):  
Fourth Graders ◽  
Rural School ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

Fourth graders from a rural school in the midwest donned their paleontologist hats to meaningfully engage in reasoning mathematically about scale and work with measurement. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

A critical focus on the M in STEAM

2016 ◽  
Vol 23 (2) ◽  
pp. 110-114 ◽  
Author(s):  
Sarah B. Bush ◽  
Richard Cox ◽  
Kristin Leigh Cook
Keyword(s):  
Design Thinking ◽  
Fourth Graders ◽  
Student Interest ◽  
School Project ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. The authentic STEAM project described here was born of a critical need of one child in the community. Using the Design Thinking framework, a class of fourth graders embarked on what was arguably the most meaningful school project of their lives. We place an explicit focus on the M in STEAM.

scholarly journals A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

2021 ◽  
Vol 6 (1) ◽  
pp. 242-264
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Secondary Schools ◽  
Needs Assessment ◽  
Stem Education ◽  
Secondary Level ◽  
Learning Approach ◽  
Integrated Stem ◽  
Science Technology ◽  
And Mathematics ◽  
Lower Secondary Schools

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.   Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria.   31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.   Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.   Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.   Keywords: STEM education, needs assessment, case study, gap, interventions   Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

A fraction activity to understand sorting algorithms

2017 ◽  
Vol 23 (9) ◽  
pp. 560-563
Author(s):  
Barbara King ◽  
Carmen Petrick Smith
Keyword(s):  
Computer Science ◽  
Student Interest ◽  
Science Students ◽  
Stem Fields ◽  
Link Type ◽  
Integrated Stem ◽  
Sorting Algorithms ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Department

In an activity integrating mathematics and computer science, students order fractions from least to greatest, reflect on the process they used, and make connections to sorting algorithms. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated STEM fields in K–grade 6 classrooms. Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

scholarly journals PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

scholarly journals EXPLORING CHANGES IN PRIMARY STUDENTS’ ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS

2019 ◽  
Vol 18 (3) ◽  
pp. 466-480 ◽  
Author(s):  
Shao-Na Zhou ◽  
Hui Zeng ◽  
Shao-Rui Xu ◽  
Lu-Chang Chen ◽  
Hua Xiao
Keyword(s):  
Student Attitudes ◽  
Primary Students ◽  
School Students ◽  
Grade Levels ◽  
Integrated Stem ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Post Test ◽  
Students Attitudes ◽  
And Mathematics

Primary education is an essential stage and has an important impact on students’ learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of primary students’ attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level. Keywords: gender differences, grade levels, project-based integrated STEM program, school students, STEM education.

scholarly journals Do It by Yourself: An Instructional Derivation of the Laplacian Operator in Spherical Polar Coordinates

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2943
Author(s):  
Ana Laura Pérez-Martínez ◽  
Maria del Pilar Aguilar-Del-Valle ◽  
Arturo Rodríguez-Gomez
Keyword(s):  
Polar Coordinates ◽  
Laplacian Operator ◽  
Deformable Solid ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Stem Disciplines ◽  
Engineering Problems ◽  
Scientists And Engineers ◽  
And Mathematics ◽  
Frontier Studies

For scientists and engineers, the Laplacian operator is a fundamental tool that has made it possible to carry out important frontier studies involving wave propagation, potential theory, heat conduction, the distribution of stresses in a deformable solid and quantum mechanics. Knowing, understanding, and manipulating the Laplacian operator allows us to tackle complex and exciting physics, chemistry, and engineering problems. In this paper, contained in the Special Issue “Mathematics as the M in STEM Education”, we present an instructional derivation of the Laplacian operator in spherical coordinates. Our derivation is self-contained and employs well-known mathematical concepts used in all science, technology, engineering, and mathematics (STEM) disciplines. Our lengthy but straightforward procedure shows that this fundamental tool in mathematics is not intractable but accessible to anyone who studies any of the STEM disciplines. We consider that this work may be helpful for students and teachers who wish to discuss the derivation of this vital tool from an elementary approach in their courses.

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