scholarly journals The ST(R)E(A)M Methodology in Kindergarten: A Teaching Proposal for Exploratory and Discovery Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Paraskevi Efstratiou Foti
Keyword(s):  
Critical Thinking ◽  
Active Participation ◽  
Discovery Learning ◽  
School Teachers ◽  
Reading And Writing ◽  
Science Technology ◽  
And Mathematics

This paper attempts to present a proposal to teach the natural concepts of hydrodynamics under the ST(R)E(A)M approach. This is a comprehensive teaching proposal for pre-school teachers, with the possibility of implementation in each class, which helps the teacher to enrich his teaching with activities from science, technology, reading and writing, engineering and mathematics, promoting active participation, critical thinking, collaboration, creativity and developing skills necessary for tomorrow's citizens.

Pengembangan LKPD Terintegrasi STEM-PBL (Science, Technology, Engineering, and Mathematics - Problem Based Learning) Pada Materi Hidrolisis Garam

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Annisa Syafira ◽  
Effendi Effendi
Keyword(s):  
Critical Thinking ◽  
Research And Development ◽  
Problem Based Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Problem

Salah satu target dari Kurikulum 2013 adalah menciptakan peserta didik yang berguna, imajinatif, artistik dan amotif serta mempunyai andil dalam aktivitas masyarakat. Sejalan pada kurikulum 2013, kecakapan abad 21 juga menuntut peserta didik untuk memiliki kemampuan 4C yaitu critical thinking, creativity, communication and colaboration.  Hal tersebut dapat diwujudkan dengan menerapkan model pembelajaran berbasis penyelesaian masalah (PBL) dengan pendekatan STEM. Penelitian ini bertujuan untuk menghasilkan LKPD terintegrasi STEM-PBL pada materi Hidrolisis Garam dan menentukan validitas dan kepraktisan LKPD yang dikembangkan. Jenis penelitian berupa Research and Development (RD) dengan menerapkan model 4D, yang meliputi empat tahap yaitu: tahap define, tahap design, tahap develop dan tahap disseminate. Penelitian ini dibatasi hingga tahap develop, tahap disseminate tidak dilaksanakan karena keterbatasan waktu. Instrumen penelitian berupa lembar validasi dan angket praktikalitas. Validitas dan juga kepraktisan data dianalisis menggunakan Formula Cappa Cohen. Berdasarkan hasil analisis angket validitas yang dilakukan oleh 5 orang validator didapatkan moment kappa (k) sejumlah 0,89 pada kategori kevalidan sangat tinggi. Hasil analisis uji praktikalitas terhadap 2 orang guru kimia diperoleh moment kappa (k) sejumlah 0,73 dengan kategori kepraktisan tinggi dan praktikalitas terhadap 9 orang peserta didik kelas XII sejumlah 0,92 pada kategori kepraktisan sangat tinggi. Hasil data mengungkapkan LKPD terintegrasi STEM-PBL valid dan praktis untuk digunakan dalam pembelajaran Kimia, terutama materi Hidrolisis Garam.

scholarly journals Ensuring the security of youth in the online world: the potential of the digital art and steam education

2020 ◽  
Vol 18 (3) ◽  
pp. 183-188
Author(s):  
V. Prezhdarova ◽  
D. Pastarmadzhieva
Keyword(s):  
Critical Thinking ◽  
Digital Art ◽  
Comparative Approach ◽  
Huge Number ◽  
Digital World ◽  
Science And Art ◽  
Science Technology ◽  
Steam Education ◽  
Interdisciplinary Nature ◽  
And Mathematics

The online world offers a huge number of opportunities and variety of information sources, which differ significantly from each other. To high extent the online world is the place, where youth spend most of their time. In such situation the creative and critical thinking are essential to help youth integrate and develop their individuality in the digital world. Furthermore, the interdisciplinary nature of digital art serves to develop creativity and critical thinking. In this way, they create new knowledge, which forms the necessary qualities for faster socialization in the virtual society. Thus, digital art merges with STEAM education, where science and art are integrated, namely Science, Technology, Engineering, Arts and Mathematics. The purpose of the current study is to identify the possible impact of STEAM education on the formation of the creative and critical thinking among young people. The authors use various methods such as analysis of the content, historical and comparative approach. The results show that the digital art and STEAM education can give the youth knowledge about how the technology is created and then express themselves through the art, which leads us to the conclusion that the indeed can support the creative and critical thinking.

Thinking about critical thinking: An industry perspective

2018 ◽  
Vol 33 (2) ◽  
pp. 116-126 ◽  
Author(s):  
Alastair Owen Pearl ◽  
Gerry M. Rayner ◽  
Ian Larson ◽  
Laurence Orlando
Keyword(s):  
Critical Thinking ◽  
Multiple Solutions ◽  
Skills Development ◽  
Pharmaceutical Sciences ◽  
Scholarly Research ◽  
Business Context ◽  
Science Technology ◽  
And Mathematics ◽  
Generalizable Skills ◽  
Development Of Students

There has been a drive towards enhancing the critical thinking (CT) skills development of students in the science, technology, engineering and mathematics (STEM) disciplines, both in Australia and internationally. One debate among CT theorists centres on whether CT comprises a set of generalizable skills or is content- and context-dependent. While previous studies have considered CT skills development and its assessment in pharmacy courses, there appears to have been limited scholarly research within the pharmaceutical sciences discipline. In seeking to address this, it is vital to understand how companies conceptualize CT and its use by Bachelor of Pharmaceutical Sciences graduates. This research identifies five major categories used to conceptualize CT in the companies interviewed: being systematic, having strong business sense, considering multiple solutions, considering implications and identifying problems and potential solutions. The study finds that, while these skills are dependent on the business context, they may be generalizable across a range of industries.

scholarly journals Assessing Preschool Teachers’ Challenges and Needs for Creativity in STEM Education

2021 ◽  
Vol 17 (3) ◽  
pp. 99
Author(s):  
Muhammad Syawal Amran ◽  
Kamariah Abu Bakar ◽  
Shahlan Surat ◽  
Siti Nur Diyana Mahmud ◽  
Amirul Anwar Bin Mohd Shafie
Keyword(s):  
Content Knowledge ◽  
Stem Education ◽  
Professional Training ◽  
Preschool Teachers ◽  
Qualitative Content Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Science Technology ◽  
Specific Support ◽  
And Mathematics

Abstract: Creativity in teaching is important in order to ensure children are engaged in learning Science, Technology, Engineering and Mathematics (STEM). However, previous research has claimed creativity in learning STEM for children is not adequately supported by teacher in classroom due to the lack of preparation, content knowledge and skills. This study aims to assess the needs and challenges of promoting creativity in STEM education. In this study, preschool teachers (n= 22) were interviewed as they are the key informants who are involved in STEM education. The semi-structured interviews were analysed using qualitative content analysis and were qualitatively coded. Results illustrate that there are several distinctive themes identified as described by the participants when discussing the needs and challenges of implementing integrated creativity skill in STEM education as well as the support that would be most helpful in overcoming them. The results highlighted a huge gap between creativity knowledge and the implementation of creativity in STEM education. Participants also provided specific support needed to integrate creativity in STEM education. Preliminary findings suggest that many teachers are interested in integrating creativity skills in STEM education. This research sheds light on the needs and challenges for professional pre-school teachers by providing them pedagogical module as well as professional training to promote creativity in teaching STEM   Keywords: Creativity Skills, Needs and Challenges, STEM

Implementasi LKS Dengan Pendekatan STEM (Science, Technology, Engineering, And Mathematics) Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

2018 ◽  
Vol 4 (2) ◽  
pp. 202 ◽  
Author(s):  
Diyah Ayu Budi Lestari ◽  
Budi Astuti ◽  
Teguh Darsono
Keyword(s):  
Critical Thinking ◽  
Data Processing ◽  
Research Method ◽  
Data Normalization ◽  
Science Technology ◽  
Experiment Method ◽  
Medium Level ◽  
And Mathematics ◽  
Test Result

The purpose of this study is to overcome the increased of critical thinking’ students after they used worksheet with STEM approach. This research method is experiment method that consist of preparing, implementation, and data processing. Increasing of critical thinking can be measured by pretest-posttest problems. The result of data normalization show that data have normal distributed so next test is n-gain test. Result of the n-gain test pretest-posttest scores around 0.5 (medium level categorized). The highest improvement is 0.9 at evaluation aspect and lowest increase is 0.3 at interpretation aspect.

STEAM PRACTICES IN CHEMISTRY EDUCATION

2019 ◽  
Vol 16 (1) ◽  
pp. 32-42
Author(s):  
Ümmüye Nur Tüzün ◽  
Gülseda Eyceyurt Türk
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Chemistry Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Science Technology ◽  
Tenth Grade ◽  
Data Content ◽  
And Mathematics ◽  
Academic Year

STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.

A STEAM investigation: Making giant strides

2018 ◽  
Vol 25 (2) ◽  
pp. 122-125
Author(s):  
Karen D. Owen ◽  
Lynn J. Kaiser ◽  
Sarah B. Bush ◽  
Kristin L. Cook
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Fifth Grade ◽  
Student Interest ◽  
Fifth Grade Students ◽  
Science Technology ◽  
Urban Elementary School ◽  
And Mathematics ◽  
Mathematics Department

In this article, the authors share how a class of fifth-grade students from an urban elementary school channeled their creativity and critical thinking in an engaging STEAM investigation. 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.

Sign in / Sign up

Export Citation Format

Share Document