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.

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

2019 ◽  
Vol 19 (4) ◽  
pp. 397-418 ◽  
Author(s):  
Robyn Barnacle ◽  
Denise Cuthbert ◽  
Christine Schmidt ◽  
Craig Batty
Keyword(s):  
Social Sciences ◽  
Knowledge Transfer ◽  
Return On Investment ◽  
Extensive Literature ◽  
User Engagement ◽  
End User ◽  
Professional Networks ◽  
Science Technology ◽  
And Mathematics

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

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.

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.  

scholarly journals The Novelty of Religion and Art: Should We Combine with STEM Education?

2020 ◽  
Vol 1 (3) ◽  
pp. 97-103 ◽  
Author(s):  
Husni Mubarok ◽  
Nur Shabrina Safitri ◽  
Alif Syaiful Adam
Keyword(s):  
Learning Outcomes ◽  
Stem Education ◽  
Long Term Memory ◽  
Educational Approach ◽  
Science Technology ◽  
Future Challenges ◽  
And Mathematics ◽  
The Relationship ◽  
Religion And Art

One of the meaningful learning implications is the formation of Long-Term Memory (LTM). Through the development of concepts related to the problems of everyday life that bridge LTM and the implementation of Science, Technology, Engineering and Mathematics (STEM) as an educational approach, it enables students to realize the importance of knowledge for society. However, some aspects of society are excluded from STEM, in that way a transformation needs to be carried out. Art and Religion need to be developed in STEM to nurture students, environment, and society to the full. Several examples are presented to represent the relationship between STEM with art and religion, not only in terms of learning outcomes in schools, but also the expectations to create resilient people in facing the future challenges. With Science, Technology, Religion, Engineering, Art, and Mathematics (STREAM) education approach.

scholarly journals 1st STEAM Education Congress (1st STEAMEC)

2021 ◽  
Vol 2073 (1) ◽  
pp. 011001
Author(s):  
R Prada-Nuñez ◽  
L F Ortiz-Vasquez ◽  
C A Hernández-Suárez ◽  
E Maldonado ◽  
E D V-Niño
Keyword(s):  
Knowledge Transfer ◽  
Scientific Committee ◽  
Central Theme ◽  
San Jose ◽  
Educational Approach ◽  
Research And Innovation ◽  
Science Technology ◽  
Steam Education ◽  
Teachers And Students ◽  
And Mathematics

The present proceedings are part of the contributions of the participants in the 1st STEAM Education Congress (1st STEAMEC) was held from June 10 to 11, 2021, in the San José de Cùcuta city, Colombia; the central theme in the congress was the approach on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. Congress was organized by the "Facultad de Educación, Artes y Humanidades" of the Universidad Francisco de Paula Santander, San José de Cùcuta, Colombia. The 1st STEAMEC had as the main objective to generate interaction and exchange of experiences and knowledge on STEAM education between researchers, professors, teachers, and students with the purpose of promoting educational research and innovation through effective knowledge transfer. This first edition of the congress emphasizes research, innovations, and reflections that are being carried out in the different areas of the knowledge that are integrated into the STEAM educational approach. List of Organizing Committee, National Scientific Committee, International Scientific Committee, Sponsor, Partners, All photos are available in this pdf

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