A intuição em ciências e matemática: uma abordagem educacional

2022 ◽  
Vol 3 (3) ◽  
pp. 199-203
Author(s):  
Renata Teófilo de Sousa
Keyword(s):  
Educational Approach ◽  
And Mathematics

A obra Intuition in Science and Mathematics: an Educational Approach, de Efrain Fischbein traz, primordialmente, uma proposta por um viés teórico que abrange o domínio da intuição. Assim, o autor busca identificar e organizar resultados experimentais relacionados à intuição, bem como revelar suas implicações no âmbito educacional da ideia, desenvolvido para a ciência e difundido em uma ampla variedade de contextos de pesquisa e educação matemática.

scholarly journals Interdisciplinary Educational Approach STEM and HASS Knowledge Fields Using ICTs Support. Case of an Application for a Pilot Experiment

2020 ◽  
pp. 33-42
Author(s):  
Socrates C. Savelides ◽  
Rigo Fasouraki ◽  
Efthymios Georgousis ◽  
Katerina Kolokotroni ◽  
Maria S. Savelidi
Keyword(s):  
Social Sciences ◽  
Design Procedure ◽  
Educational Approach ◽  
Educational Management ◽  
Pilot Experiment ◽  
Science Technology ◽  
Thematic Approach ◽  
Pilot Implementation ◽  
And Mathematics ◽  
Positive Results

This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STEΜ and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.

scholarly journals Analysis of Postgraduate Theses Related to STEM Education in Turkey: A Meta-Synthesis Study

2020 ◽  
Vol 13 (2) ◽  
pp. 1-29
Author(s):  
Rabia SARICA
Keyword(s):  
Data Collection ◽  
Stem Education ◽  
Synthesis Method ◽  
World Order ◽  
Learning Approaches ◽  
School Students ◽  
Educational Approach ◽  
Master's Thesis ◽  
And Mathematics ◽  
Education In Turkey

Abstract: Importance and prevalence of STEM, which is a holistic educational approach that includes science, technology, engineering and mathematics, has been increasing in recent years. It is stated that STEM is very important for countries to compete and stand out in the new world order and economy. In this study, postgraduate theses on STEM education in Turkey were investigated by meta-synthesis method. In this context, 58 theses, 9 of which were doctoral and 49 of them were master’s thesis were examined. Topics covered in the theses, research methods used, preferred sample groups, data collection tools and results presented in theses, similar and different aspects were examined in detail. It is understood that various skills, opinions, academic achievement, learning approaches, career, attitudes, and interest/perception are studied in the theses. In the studies, it was determined that mostly mixed, quantitative and qualitative methods were preferred respectively, middle school students and teacher candidates were frequently studied groups, and questionnaire/scale and interview (form) tools were frequently used as data collection tools. The results, similarities and differences of the theses were expressed with key statements and some suggestions were presented.

scholarly journals On the STEM Concept Projection on the Field of Astronomical Knowledge

2021 ◽  
pp. 515-516
Author(s):  
L. A. Gheonjian
Keyword(s):  
Psychological Theory ◽  
External Source ◽  
Educational Process ◽  
Information Environment ◽  
Human Cognition ◽  
Educational Approach ◽  
Science Technology ◽  
One Step ◽  
And Mathematics ◽  
Educated Person

Astronomy, as the result of activity and development of the technology of human cognition of his existence environment, should be considered as the basis for an effective educational approach. The STEM (Science, Technology, Engineering and Mathematics) approach has failed because of limitations caused by the focus on the needs of engineering education only. The STEM projection on the field of astronomical knowledge, technology of means, engineering of instrumentation and mathematical modeling as science and technology language, removes limitations and solves the task to form an educated person. This idea finds solid ground if from philosophy, as a tool for unification, we turn to psychology which studies systems organized around the phenomenon of memory with the goal to reflect and comprehend reality in order to create a new reality and environment for preservation of the viability of human being. This approach is present and developed in different aspects of The General Psychological Theory of Set of Dimitri Uznadze. Based on Uznadze, education is an organized process of accumulation in memory of information that we unconsciously, but adequately use in situations of reality recognizing them as already known. Consciousness serves the memory to create new sets of behavior in new previously unknown situations. Education seems to be ideal, if one step by step organizes situations-tasks of consciousness “switching on” to search for solutions in own memory, in external source or experimentally. If one uses the Psychology of Set as a model of the educational process, astronomy is the best information environment for it.

scholarly journals Enhancing Thai In-service Teachers’ Perceptions of STEM Education with Tablet-based Professional Development

2018 ◽  
Vol 14 (10) ◽  
pp. 13 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Panuvit Chantara ◽  
Wachira Srikoom ◽  
Prasart Nuangchalerm ◽  
Lisa M. Hines
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Approach ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Teaching ◽  
Do So

National efforts in Thailand are currently focused on promoting STEM (Science, Technology, Engineering, and Mathematics) education in order to better prepare the future generations to be an effective and productive workforce. In accordance with this mission, the goal of this research is to develop a tablet-based professional development (PD) program to enhance in-service teachers’ perceptions of STEM education, which will directly affect both their decision to incorporate STEM, as well as their ability to effectively do so in their own classroom. To assess the efficacy of the PD program, we recruited 240 STEM and non-STEM teachers from basic education schools in Thailand to participate in the program. The activities in this program were divided into three parts: 1) increasing knowledge about STEM education, 2) providing demonstrations of STEM teaching, and 3) developing STEM-based lessons. Data were collected throughout the tablet-based PD program from focus group discussion sessions, pre-post questionnaires, and informal interviews. Data were analyzed using content analysis. The findings revealed that before participating in the tablet-based PD program, the majority of participants had limited knowledge on STEM education and were uncertain on how to integrate STEM into their instructional practices. They also had difficulty with connecting the different STEM disciplines in their activities. Although they were interested in implementing the STEM educational approach, they lacked confidence on how to accomplish this. After completing the tablet-based PD program, many participants had a much better understanding of STEM education and greater confidence with implementing STEM pedagogical approaches.

scholarly journals Implementation of a Playful Microproject Based on Traditional Games for Working on Mathematical and Scientific Content

2021 ◽  
Vol 11 (10) ◽  
pp. 624
Author(s):  
Alicia Fernández-Oliveras ◽  
María José Espigares-Gámez ◽  
María Luisa Oliveras
Keyword(s):  
Qualitative Methodology ◽  
Design Strategies ◽  
Scientific Content ◽  
Educational Approach ◽  
Curricular Design ◽  
Science Technology ◽  
Anthropological Study ◽  
And Mathematics ◽  
Different Cultures

According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.

scholarly journals Future Learning and Design Creativity Competency

2019 ◽  
Vol 1 (1) ◽  
pp. 499-508
Author(s):  
Yukari Nagai ◽  
Akio Shimogoori ◽  
Minatsu Ariga ◽  
Georgi V. Georgiev
Keyword(s):  
Computational Thinking ◽  
Educational Approach ◽  
Art And Design ◽  
Learning Framework ◽  
Design Creativity ◽  
Science Technology ◽  
Future Society ◽  
And Mathematics ◽  
Future Education ◽  
Future Learning

AbstractIn this study, we discuss a structure for developing the skills and competencies required by the learning framework of the Organisation for Economic Co-operation and Development (OECD) for future education. Given the broad range of skills and the numerous competencies required to meet the demands of future society, the proposed wider and higher-level framework is based on STEAM (science, technology, engineering, art and design, and mathematics) and addresses the limitations of conventional computational thinking by tackling some of the skills and competencies. This is done by proposing the enrichment of STEAM educational approach with art thinking, which may be defined as a creative human-centred discovery process. To explore such enrichment, we conducted a workshop on art thinking. The motivation of the workshop was to explore whether art thinking can overcome some of the limitations of computational thinking regarding future education in the OECD learning framework. We discuss STEAM as focusing on design creativity competency, and we outline the development of educational activities such as workshops to promote competencies in the perspective of OECD framework.

Intuition in Science and Mathematics: An Educational Approach

1988 ◽  
Vol 72 (462) ◽  
pp. 345
Author(s):  
Stephen Lerman ◽  
Efraim Fischbein
Keyword(s):  
Educational Approach ◽  
And Mathematics

Effects of an Interdisciplinary Approach Integrating Mathematics and Physical Education on Mathematical Learning and Physical Activity Levels

2020 ◽  
Vol 39 (1) ◽  
pp. 121-125 ◽  
Author(s):  
Jose A. Cecchini ◽  
Alejandro Carriedo
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sedentary Behavior ◽  
Vigorous Physical Activity ◽  
Interdisciplinary Approach ◽  
First Grade ◽  
Regular Classroom ◽  
Traditional Curriculum ◽  
Educational Approach ◽  
And Mathematics

Purpose: New ways of teaching have been under consideration over the last decade. Thus, this study aims to examine the effects of an interdisciplinary educational approach integrating physical education and mathematics on light and moderate–vigorous physical activity (PA), sedentary behavior, and learning subtraction.Method: Forty-six first-grade students (Mage = 76.98 ± 3.74 months) wore an accelerometer for 4 weeks to measure their PA levels. For 3 weeks, one group (n = 23) attended their physical education and mathematic lessons separately according to the traditional curriculum development (i.e., regular classroom lessons), and the other group (n = 23) was taught through an integrated curriculum based on an interdisciplinary approach integrating physical education and mathematics where the curricular time devoted to these subjects was unified.Results: Severalt-test analyses revealed significant between-group differences in all variables following the curricular interventions. Students from the interdisciplinary group reached higher levels of light PA,t(44) = −10.095,p < .001,d = 2.97; moderate–vigorous PA,t(44) = −7.950,p < .001,d = 2.35; and spent less time in sedentary behavior,t(44) = 13.549,p < .001,d = 4.01, than students who attended regular classroom lessons. Moreover, the students from the interdisciplinary group achieved higher scores in subtraction learning,t(44) = −4.06,p < .001,d = 1.20.Discussion/Conclusion: The integration of PA into learning environments such as mathematics might help to develop tools that improve mathematical learnings (i.e., subtraction). Likewise, this kind of interdisciplinary approach may contribute to increase the children’s PA levels during the school day.

scholarly journals The Importance of Stem Based Education in Indonesia Curriculum

2021 ◽  
Vol 5 (2) ◽  
pp. 56-61
Author(s):  
Oktian Fajar Nugroho ◽  
Anna Permanasari ◽  
Harry Firman ◽  
Riandi Riandi
Keyword(s):  
Stem Education ◽  
Educational Practice ◽  
Developed Countries ◽  
Educational Process ◽  
Educational Approach ◽  
Knowledge Based ◽  
Science Technology ◽  
Educational Concept ◽  
And Mathematics ◽  
Developing And Developed Countries

This article describes the importance of the concept of STEM-based education in the Indonesia curriculum. STEM-based education is an educational concept that integrates the concept of education into a single unit between Science, Technology, engineering and Mathematics, the concept of STEM education has been developed in various developing and developed countries today. STEM education does not mean only strengthening educational practice in the fields of education separately, but rather developing an educational approach by integrating several subjects such as science, technology, engineering, and mathematics, by focusing more on the educational process on solving real problems in everyday life. By developing various aspects of attitudes, knowledge and skills as well as increasing critical thinking power and being able to form logical thinking in various fields of knowledge based on the applicable 2013 curriculum.  

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