scholarly journals Learning Electricity using Arduino-Android based Game to Improve STEM Literacy

2018 ◽  
Vol 1 (3) ◽  
pp. 77 ◽  
Author(s):  
Alifa Irna Yasin ◽  
Eka Cahya Prima ◽  
Hayat Sholihin
Keyword(s):  
Lesson Plan ◽  
Interdisciplinary Approach ◽  
Technology Literacy ◽  
Stem Learning ◽  
Science Technology ◽  
Engineering And Technology ◽  
8Th Grade ◽  
Research Goal ◽  
Stem Literacy ◽  
And Mathematics

The STEM is an interdisciplinary approach provided learning atmosphere where students can use science, technology, engineering and math in daily life. The aim of the STEM is educating the students to be STEM Literate. This research goal was to implement STEM learning on electricity using Arduino-Android Game based experiment to 8th-grade students. STEM Learning was chosen as an approach in this research by the consideration that it was developed through Android Game, YWRobot, and Arduino Uno experiment lesson plan and worksheet. The analysis of this research was focused on the effect of STEM learning implementation through lesson plan and worksheet to 8th-grade students’ STEM Literacy on electricity topic. The method used in this research was pre-experimental with one group pretest-posttest design. The data of this research was obtained from the STEM Literacy objective test (pretest and posttest) based on Allan Zollman. Then the data were analyzed based on each aspect of STEM Literacy such as science, technology, engineering, and mathematics. The result shows that the value of  from students’ STEM Literacy pretest-posttest are -0.06, -0.12, -0.06, -0.87 for science, technology, engineering and mathematics literacy respectively. The result implies that STEM Learning implementation was less optimal to improve science, mathematics, technology and engineering literacy. The reason was because STEM Learning implementation was not implement in continuously. Therefore, science, technology, engineering, and technology literacy regarding electricity topic are emphasized less optimally.

scholarly journals ANALYSIS OF STUDENTS’ STEM LITERACY BASED ON GENDER DIFFERENCES IN SCIENCE LEARNING

2020 ◽  
Vol 4 (1) ◽  
pp. 21-25
Author(s):  
Annisa Nurramadhani
Keyword(s):  
Gender Differences ◽  
Science Learning ◽  
Video Recording ◽  
Biology Education ◽  
Project Based Learning ◽  
Laboratory Activity ◽  
Science Technology ◽  
Engineering And Technology ◽  
Stem Literacy ◽  
And Mathematics

STEM literacy can be defined as an ability to identify, apply, and to integrate the concept of science, technology, engineering, and mathematics to innovate and solve the complex problem. Especially in science learning that approached by the strategies like STEM. Because this revolution industry 4.0 era, students are demand to workface in integrate to their living life. So, they are asked can solved the problem properly, giving the solution for global problem wisely. In the process of learning science with project, somehow students show their own performance. The results of project-based learning pointing the different result of performing based on gender differences. The method that is used is descriptive. The subject in this research is the student’s preservice teacher of science and biology education study program for about 21 students with 4 boys and 17 girls in the second semester of the freshmen. The research is conducted in basic physic laboratory. The laboratory activity is using STEM approach with project. The students are divided into 4 groups and each group consist of boy’s students. The research instrument to take the data that is used are observation sheet for student’s performance in laboratory activity and questionnaire of students for their laboratory activity per-aspect that describes their competences in science, technology, engineering, and mathematics. The technique to take the data that is used in this research are video recording, observation, and informal interview. The results are student’s STEM literacy has different score based on the gender differences. In the first project, sailor boat, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and technology. The second project, let’s fun with music, boys reach the higher percentages in aspect science, engineering, and technology, while girls reach the higher percentages in science and engineering. In both of project, boys and girls reach the lowest percentages in mathematics aspect. But, in whole score boys has reached higher than girls.  It can be concluded that boys are outperformed than girls in STEM literacy in science learning especially in basic physics laboratory activity.

scholarly journals Pengembangan Perangkat Pembelajaran Berbasis STEM (Science, Technology, Engineering, And Mathematics) Untuk Mahasiswa Prodi PGSD

2020 ◽  
Vol 5 (2) ◽  
pp. 330-345
Author(s):  
Ifa Seftia Rakhma Widiyanti ◽  
Saeful Mizan
Keyword(s):  
Teacher Education ◽  
Elementary Teacher ◽  
Lesson Plan ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Student Activities ◽  
Science Technology ◽  
Simple Machines ◽  
And Mathematics ◽  
Teacher Education Students

Abstract: The general objective of this study was to find a kind of Science, Technology, Engineering, and Mathematics (STEM) study instruments, and  the specific purposes of this study were to investigate the validity, effectiveness, and practicality of  it. This was a Research & Development study which was simplified into two stages; they are the preliminary stage and the development stage.  This study resulted several kinds of instruments: lesson plan, worksheets, material lesson, teaching evaluation sheets, observation sheets, and questionares. The validity was very good with score 84,38 % for content aspect, 82,50 % for language aspect, and 82,14 % for display aspect. The instruments were very effective to be used by elementary teacher education students and lecturers in the simple machines material to describe the STEM profile’s teacher education students. The instruments could practically be used by the elementary teacher education students and lecturers for the simple machines material based on the positive elementary teacher education students and lecturers responses. Students' science ability increased 27.20%, technology ability increased 23.36%, engineering ability increased 55.20%, and mathematics ability increased 81.80%. The effectiveness of learned was shown by the success of the lecturer in designed learning. The learning design got score of 100 from both expert. The developed learning device is practically used by students and lecturers for simple machines material based on positive responses of students and lecturer. The practicality of learning tools based STEM is shown from the implementation of learning. The percentage of student activities during STEM learning was 75.79%, it showed that student activities during learning including the good category and the teaching ability of lecturers got average score 97,73.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

scholarly journals Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning

2018 ◽  
Vol 17 (4) ◽  
pp. ar61 ◽  
Author(s):  
Sharotka M. Simon ◽  
Helen Meldrum ◽  
Eric Ndung’u ◽  
Fred D. Ledley
Keyword(s):  
Text Analysis ◽  
Business Practice ◽  
Business Practices ◽  
Stem Learning ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Textbooks ◽  
Science Technology ◽  
And Mathematics ◽  
Missed Opportunity

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

Sign in / Sign up

Export Citation Format

Share Document