Studying & Supporting Productive Disciplinary Engagement in STEM Learning Environments

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

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Design and Assessment of Virtual Learning Environments to Support STEM Learning for Autistic Students

2020 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie44824.2020.9274031 ◽

2020 ◽

Author(s):

J. Cecil ◽

Mary Sweet-Darter ◽

Avinash Gupta

Keyword(s):

Learning Environments ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Stem Learning

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Participatory Design for STEM Learning Environments with Youth & Families

Interaction Design and Children ◽

10.1145/3459990.3463400 ◽

2021 ◽

Author(s):

Melissa Perez

Keyword(s):

Learning Environments ◽

Participatory Design ◽

Stem Learning

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Using Technology to Support Student Learning in an Integrated STEM Learning Environment

International Journal of Technology in Education and Science ◽

10.46328/ijtes.v4i1.22 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1-11 ◽

Cited By ~ 2

Author(s):

Dazhi Yang ◽

Sally J. Baldwin

Keyword(s):

Learning Environment ◽

Student Learning ◽

Learning Environments ◽

Technology Use ◽

Stem Learning ◽

Web Based ◽

Disciplinary Boundaries ◽

Integrated Stem ◽

Engineering And Technology ◽

And Mathematics

This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

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Building Upon the STEM Movement: Programming Recommendations for Library Professionals

Children and Libraries ◽

10.5860/cal.15.4.23 ◽

2017 ◽

Vol 15 (4) ◽

pp. 23 ◽

Cited By ~ 1

Author(s):

Annette Shtivelband ◽

Lauren Riendeau ◽

Robert Jakubowski

Keyword(s):

Learning Environments ◽

Free Choice ◽

Public Libraries ◽

Stem Learning ◽

Stem Programs ◽

Science Technology ◽

Growing Body ◽

Children's Librarians ◽

Free Choice Learning ◽

And Mathematics

A growing body of evidence is showing that youth develop their interests in science, technology, engineering, and mathematics (STEM) through participation in activities across the informal and free-choice learning environments found in libraries.1 Many libraries have joined a national movement in which libraries deliver STEM programming to youth.2 Public libraries are a place for STEM learning,3 and children’s librarians are uniquely positioned to promote a love of STEM learning among youth through such programs. The benefits of STEM programming in public libraries are promising.4 For example, participating youth can become proficient in key STEM content and skills, such as critical thinking and engineering design processes.It is critical to youth and community success that these existing STEM programs continue to grow and expand. Public libraries are an ideal location for these programs. They provide a familiar and trusted learning environment for diverse and underserved families.5 Providing children’s librarians with a “six strand” framework will help guide the successful expansion of these fun and engaging STEM programs.6 This article provides specific recommendations and resources to help prepare and support librarians feel in adopting and implementing STEM in their programming.

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Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design

Frontiers in Education ◽

10.3389/feduc.2021.693012 ◽

2021 ◽

Vol 6 ◽

Author(s):

Sebastian Oberdörfer ◽

Sandra Birnstiel ◽

Marc Erich Latoschik ◽

Silke Grafe

Keyword(s):

Learning Environments ◽

Content Knowledge ◽

Teaching And Learning ◽

Developmental Process ◽

Interdisciplinary Education ◽

Environment Design ◽

Stem Learning ◽

Successful Development ◽

Learning Environment Design ◽

Classroom Integration

The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.

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