scholarly journals Engineering practices as a framework for STEM education: a proposal based on epistemic nuances

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Cristina Simarro ◽  
Digna Couso
Keyword(s):  
Stem Education ◽  
Multiple Solutions ◽  
Scientific Practices ◽  
Stem Fields ◽  
Content Learning ◽  
Realistic View ◽  
Epistemic Approach ◽  
K 12 ◽  
Engineering Practices

AbstractThe role of engineering education has gained prominence within the context of STEM education. New educational perspectives such as the National Research Council’s Framework for K-12 Science Education consider engineering practices one of the central pillars of a sound STEM education. While this idea of developing a set of practices analogous to those of professional engineering resonates with recent views of STEM education research, current approaches such as the NRC’s Framework seem too dependent on and interlinked with the list for scientific practices and adheres to this list too strictly. This paper draws on the NRC’s Framework proposing a new set of engineering practices that seek to incorporate the epistemic nuances that differentiate engineering from science. The nine engineering practices proposed contain epistemological nuances that are missing in other proposals, including essential aspects such as problem scoping, identifying multiple solutions, selecting, testing and improving solutions and materializing solutions. This epistemic approach may facilitate students’ content learning and thinking development, offering a more comprehensive and realistic view of the STEM fields.

scholarly journals Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance

Forests ◽  
2018 ◽  
Vol 9 (10) ◽  
pp. 658
Author(s):  
Steven McGee ◽  
Amanda Durik ◽  
Jess Zimmerman ◽  
Randi McGee-Tekula ◽  
Jennifer Duck
Keyword(s):  
Middle School ◽  
Future Research ◽  
Scientific Practices ◽  
Transfer Of Knowledge ◽  
Ecosystem Response ◽  
School Students ◽  
Hurricane Disturbance ◽  
K 12

Ecosystem response to hurricane disturbance is complex and multi-faceted. The likelihood of increased frequency of severe hurricanes creates a need for the general public to understand how ecosystems respond to hurricanes. Yet, opportunities to study disturbances to complex systems are rare in U.S. K–12 schools. Educators and researchers in the Luquillo Long-Term Ecological Research program used the results of research on ecosystem response to hurricane disturbance in the Luquillo Experimental Forest as a foundation for the development of Journey to El Yunque, a web-based, middle-school curriculum unit. The program engages students in using models as evidence to develop explanations for how particular species respond to hurricane disturbance. Prior research in education has shown that engaging students in a particular role, like that of a scientist, could have detrimental effects on students’ abilities to transfer what is learned from one context to another. In this research, we sought to understand whether having students engage in authentic scientific practices could support transfer of knowledge to the abstract context of a standards-based assessment. Students were randomly assigned to engage in the program in the role of a scientist or in the role of a student learning about an ecosystem. The dependent variables included students’ comprehension of the background readings, their predictions of population changes, and their overall learning of ecology. The results indicate that taking on a scientist role during the learning activities had an indirect effect on general ecology knowledge by increasing the quality of students’ notetaking during background reading. The results also indicate that students struggled to use their knowledge to develop a robust explanation for how species respond to hurricane disturbance. Journey to El Yunque provides a framework for engaging students in authentic investigations of hurricane disturbance. Future research will examine how to improve the quality of students’ final explanations.

“Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective

2016 ◽  
Vol 78 (7) ◽  
pp. 582-590
Author(s):  
Kadir Demir
Keyword(s):  
Dna Extraction ◽  
Teaching And Learning ◽  
National Research Council ◽  
Essential Elements ◽  
Scientific Practices ◽  
Biology Class ◽  
Alternative Approach ◽  
Independent Variable ◽  
K 12 ◽  
Engineering Practices

This transformed DNA-extraction lab activity offers a framework that strategically draws upon the essential elements of both scientific and effective teaching practices to establish an alternative approach to the teaching and learning of science. The pedagogical methods utilized throughout this activity encourage students’ motivation, engagement, and learning through inquiry-based, teacher-facilitated scientific practices. Additionally, this activity emphasizes Dimension 1 of the Framework for K–12 Science Education (Scientific and Engineering Practices; National Research Council, 2012). In the activity, students worked in groups and were allowed to examine different traditional lab protocols and other resources. The students had the freedom of selecting an independent variable that could possibly have an effect on the DNA extraction. To demonstrate how this activity was implemented in the classroom, a running vignette of a DNA-extraction activity in a high school biology class, in which the teacher adhered to the elements of this framework, is included.

Administrasi Kurikulum

2020 ◽  
Author(s):  
haryati gustia syafly ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
Learning Material ◽  
Content Learning

the article discusses about crriculum administration both in terms of meaning, proess and the role of the teacher andregulations that discuss the content learning material, and ways that can be used as guedilines in implementing the learning process

Welcome to AI Matters 7(1)

AI Matters ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 4-4
Author(s):  
Iolanda Leite ◽  
Anuj Karpatne
Keyword(s):  
High School Students ◽  
Regular Education ◽  
Physical World ◽  
School Students ◽  
Social Good ◽  
The Third ◽  
Ai Ethics ◽  
K 12 ◽  
Applications Of Ai

Welcome to the first issue of this year's AI Matters Newsletter! We start with a report on upcoming SIGAI Events by Dilini Samarasinghe and Conference reports by Louise Dennis, our conference coordination officers. In our regular Education column, Duri Long, Jonathan Moon, and Brian Magerko introduce two "unplugged" activities (i.e., no technology needed) to learn about AI focussed on K-12 AI Education. We then bring you our regular Policy column, where Larry Medsker covers several topics on AI policy, including the role of Big Tech on AI Ethics and an interview with Dr. Eric Daimler who is the CEO of the MIT-spinout Conexus.com. Finally, we close with four article contributions. The first article discusses emerging applications of AI in analyzing source code and its implications to several industries. The second article discusses topics in the area of physical scene understanding that are necessary for machines to perceive, interact, and reason about the physical world. The third article presents novel practices and highlights from the Fourth Workshop on Mechanism Design for Social Good. The fourth article provides a report on the "Decoding AI" event that was conducted online by ViSER for high school students and adults sponsored by ACM SIGAI.

scholarly journals Contextualizing technology in the classroom via remote access: Using space exploration themes and scanning electron microscopy as tools to promote engagement in multidisciplinary geology/chemistry experiments

2018 ◽  
Vol 8 (1) ◽  
pp. 86 ◽  
Author(s):  
Brandon Rodriguez ◽  
Veronica Jaramillo ◽  
Vanessa Wolf ◽  
Esteban Bautista ◽  
Jennifer Portillo ◽  
...  
Keyword(s):  
Electron Microscopy ◽  
Low Income ◽  
Space Exploration ◽  
Remote Access ◽  
Scientific Practices ◽  
Technology In The Classroom ◽  
Minority Communities ◽  
Hands On ◽  
K 12 ◽  
Scanning Electron

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection of technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities to study the relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants were from predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources.  Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format.  

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