scholarly journals IMITATION AND GAME STEM TECHNOLOGIES AND PRACTICES IN LESSONS OF NATURAL AND MATHEMATICAL CYCLE

2021 ◽  
pp. 79-86
Author(s):  
Malchykova D.S. ◽  
Molikevych R.S. ◽  
Saf’yanyk I.S.
Keyword(s):  
Stem Education ◽  
Learning Process ◽  
Three Dimensional ◽  
Integrated Approach ◽  
Education Development ◽  
Virtual Laboratories ◽  
Online Laboratories ◽  
Mechanism Of Interaction ◽  
Active Communication ◽  
And Mathematics

The article characterizes the main aspects of STEM-education: the development of critical thinking, integrated learning, active communication of all participants in the learning process, non-standard and innovative approaches and directions of STEM-education development. Its active introduction in teaching natural sciences and mathematics of secondary schools, especially the use of STEM-technologies in teaching. A well-organized, good STEM lesson is, first of all, a coordinated and motivated learning process, where each activity is of special interest and is accessible and understandable for students. To develop this type of training, the teacher must first think in a non-standardized and comprehensive way, experiment and usually constantly improve themselves to achieve the desired result. When designing a quality lesson in STEM format, special attention should be paid to the peculiarities of its creation and organization, namely: all students should form a single joint mechanism of interaction and be actively involved in the productive solution of real situations or problems; it is advisable to invite students to develop their own demonstration models or prototypes; in order to achieve the set goal and produce a truly high-quality innovative product, it is important to work effectively in a team that will work as a single coordinated mechanism, where each of the participants has a task. Following the path of innovative development, the teacher first of all diversifies his pedagogical approach to the presentation of educational material and expands the possibilities of its perception and assimilation by students.Innovative integrated approach to teaching is one of the ways that combines both STEM elements and non-standard forms of presenting information to students. Educational sites, simulation simulators, modern virtual laboratories such as: “VirtuLab”, laboratory – “GoogleSites”, online laboratories “GoLab / Graasp” and interesting, interactive, worksheets: “Liveworksheets” are highly effective in conducting STEM-classes. allowing students to conduct virtual exciting and cognitive experiments in physics, geography, chemistry, biology, ecology and other subjects, in three-dimensional and two-dimensional spaces. STEM-educational space is multidisciplinary, competence-oriented and provides the formation of a unique set of cognitive and social skills, in particular: the ability to identify, pose and solve problems, interact with others in different social and cognitive situations, critically evaluate events and phenomena, motivate and move common goal, etc.Key words: STEM-education, STEM-training, STEM-competencies, STEM-lesson, STEM-games. Стаття характеризує основні аспекти STEM-освіти: розвиток критичного мислення, інтегро-ваного навчання, активного спілкування всіх учасників освітнього процесу, нестандартних та інноваційних підходів та напрямків розвитку природничо-математичної освіти. Активне впровадження STEM-технологій у навчанні перш за все забезпечує злагоджений та мотивований про-цес навчання, де кожна діяльність викликає особливий інтерес та є доступною та зрозумілою для учнів. Щоб забезпечувати такий тип навчання, викладач повинен спочатку мислити нестандартизовано і всебічно, експериментувати і, як правило, постійно вдосконалюватись для досягнення бажаного результату. При розробці якісного уроку у форматі STEM особливу увагу слід звернути на особливості його створення та організації, а саме: усі учні повинні формувати єдиний спільний механізм взаємодії та брати активну участь у продуктивному вирішенні реальних ситуацій чи про-блем; доцільно запросити студентів розробити власні демонстраційні моделі чи прототипи; для досягнення поставленої мети та виробництва справді якісного інноваційного продукту важливо ефективно працювати в команді, яка працюватиме як єдиний злагоджений механізм, де кожен із учасників має своє завдання. Рухаючись шляхом інноваційного розвитку, учитель насамперед урізноманітнює свій педагогічний підхід до викладу навчального матеріалу та розширює можливості його сприйняття та засвоєння учнями. Інноваційний інтегрований підхід до навчання - один із способів, що поєднує як елементи STEM, так і нестандартні форми подання інформації учням. Навчальні сайти, імітаційні тренажери, сучасні віртуальні лабораторії, такі як: «VirtuLab», лабораторія –«GoogleSites», онлайн-лабораторії «GoLab / Graasp» та цікаві, інтерактивні робочі аркуші («Liveworksheets») дуже ефективні у проведенні STEM-класів. Вони дозволяють учням проводити віртуальні захоплюючі та когнітивні експерименти з фізики, географії, хімії, біології, екології та інших предметів, у тривимірних та двовимірних просторах. STEM-освітній простір мультидисциплінарний, орієнтований на компетентністний підхід і забезпечує формування унікального набору когнітивних та соціальних навичок, зокрема: здатність виявляти, ставити та вирішувати проблеми, взаємодіяти з іншими в різних соціальних і пізнавальних ситуаціях, кри-тично оцінювати події і явища, мотивувати та рухатися до спільної мети тощо.Ключові слова: STEM-освіта, STEM-навчання, STEM-компетентності, STEM-урок, STEM-ігри.

scholarly journals Virtual laboratories as strategy for teaching improvement in Math Sciences and Engineering in Bolivia

2021 ◽  
Vol 14 (2) ◽  
pp. 187-196
Author(s):  
Francisco Javier Triveno Vargas ◽  
Hugo Siles Alvarado
Keyword(s):  
Differential Equations ◽  
Programming Languages ◽  
Stem Education ◽  
Degrees Of Freedom ◽  
Classical Problem ◽  
Interdisciplinary Approach ◽  
Theory And Practice ◽  
Relevant Today ◽  
Virtual Laboratories ◽  
And Mathematics

STEM education is a strategy based on four disciplines (science, technology, engineering and mathematics), integrated in an innovative interdisciplinary approach. Although, the concept of STEM education is more relevant today, the discussion of a teaching model with special attention in the four subjects aforementioned began in the early 2000s. Taking into account this context, the strategy presented in this paper has been disseminated in Bolivia’s main universities for the last five years. A country that has not yet managed to associate basic disciplines such as calculus, matrix algebra, and/or differential equations to solve problems of an applicative nature, that is, to establish the link between theory and practice. To establish the connection, it is necessary to deduce differential equations associated with practical problems; solve these equations with numerical methods, appeal to the simulation concept to later introduce programming languages like Python/VPython to build virtual laboratories. The classical problem addressed for this purpose is the satellite of two degrees of freedom.

Module Development for STEM Education Achievement: A Case Study at the Secondary School Level

2020 ◽  
Vol 17 (2) ◽  
pp. 1085-1089
Author(s):  
Zarith Sofiah Othman ◽  
Nurhuda Ismail ◽  
Ahmad Khudzairi Khalid ◽  
Norbaiti Tukiman
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
School Level ◽  
School Students ◽  
Education Development ◽  
Development Plans ◽  
Education Achievement ◽  
And Mathematics ◽  
Strongly Agree ◽  
Module Development

STEM Education through the Malaysia Education Blueprint 2013–2025 (PPPM 2013–2025) is an important agenda in the transformation of education to prepare the younger generation for the challenges of the 21st century. Over the years, STEM was carried out, but there are still some issues which contribute towards the failure in achieving a policy percentage set of 60% science and 40% literary studies in secondary schools. The target to increase the number of Science students was not achieved. Therefore, this study was conducted to produce a STEM@IDEAS module as an alternative to increase students’ interest and understanding in solving the synopsis of learning in science, technology and mathematics (STEM). The module STEM@IDEAS focuses in competition design and generating prototype products through a variety of synopsis statements. STEM practices provide students with various trainings such as application of knowledge, skills and assessment to solve synopsis. This study has five (5) STEM practice steps and a total of three (3) modules which will be applied using the STEM elements. Furthermore, the STEM@IDEAS module was tested on several groups of four secondary school students around Pasir Gudang, Johor. A questionnaire was used to evaluate if STEM@IDEAS modules are in line with STEM and its impact on students. This survey uses a Likert scale of 0 to 4 to evaluate starting from 0 (strongly disagree) up to 4 (strongly agree) for each question submitted in each section. The STEM@IDEAS module and the above study are expected to be a source of interest and an alternative way for schools to support the nation’s education policy in strengthening the education development plans towards the nation’s progress.

scholarly journals ASPERLABS: OPEN SOURCE VIRTUAL LABORATORIES FOR STEM EDUCATION

2020 ◽  
Vol 2 (5) ◽  
pp. 29-37
Author(s):  
Muhammad Alif Mohammad Latif ◽  
Mohd Ezad Hafidz Hafidzuddin ◽  
Marina Mohd Top@Mohd Tah ◽  
Norihan Md Arifin
Keyword(s):  
Open Source ◽  
Stem Education ◽  
Skill Acquisition ◽  
Low Cost ◽  
Virtual Laboratory ◽  
Stem Programs ◽  
Main Challenge ◽  
Virtual Laboratories ◽  
Foundation Program ◽  
And Mathematics

The main challenge in the development of scientific education in Malaysia is the lack of interest in science among students. One of the reasons for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Physical experiments increase the costs due to their required equipment, space, and maintenance staff. A virtual laboratory can provide a cost-efficient way to organize high-quality laboratory work for many students. It is a damage resistance laboratory, thus opening the possibility to learn from mistakes. In Science, Technology, Engineering, and Mathematics (STEM) education, virtual laboratories can offer effective scientific exploration at a low cost. The objective of this research is to develop a platform for open-source virtual laboratories for STEM education inside and outside of Universiti Putra Malaysia (UPM). The virtual laboratory initiative is known as “AsperLabs”. This web-based interface offers several open-source virtual experiments for three subjects including physics, chemistry, and biology. Asperlabs have been utilized at Foundation level in UPM and STEM programs at local secondary schools. It has received positive feedback from students on both levels and will be included in the course materials for Foundation Program at UPM in the near future.

scholarly journals THE USE OF ROBOTICS AND 3D TECHNOLOGIES IN THE STEM EDUCATION DEVELOPMENT

2019 ◽  
pp. 96-109
Author(s):  
Oksana Strutynska
Keyword(s):  
Stem Education ◽  
Learning Process ◽  
Research Training ◽  
University Education ◽  
Education Development ◽  
Global Trends ◽  
Innovative Economy ◽  
Intellectual Level ◽  
And Robotics ◽  
Modern Technologies

The paper is devoted to the issues of exploring the possibilities of using robotics and 3D technologies in the context of STEM education development. Prospects for the development of robotics and 3D technologies in terms of Industry 4.0 concept formation are considered to solve the research objectives. The analysis of the robotics and 3D technology global trends has shown that these industries are currently dynamically developing and are already being used in many areas of human activity. This leads to the conclusion that there is a need to train relevant specialists, which in turn leads to the need to update the content of school and university education in accordance with the current requirements. Therefore, the question of implementation of the robotics and 3D technologies into the learning process of secondary and higher education institutions as an indispensable component of future specialists training in the field of high technologies is of particular importance. The paper provides examples of integration of 3D technologies and robotics in science and technology. The ways of using robotics and 3D technologies in the learning process, in particular through project activities, are outlined. Robotics and 3D technologies are popular and effective methods for the study of important fields of science, design and based on the active use of modern technologies in production, ICT and high intellectual level of professionals who will work in an innovative economy. The study examines the use of 3D technologies and robotics in the implementation of a research training STEM project. The use of project activities contributes to the development of students' teamwork skills, the development of independent search and creative activity, the formation of cross-curricular competences. The results of the study have shown the importance of developing modern approaches to teaching robotics and 3D technologies as promising fields of STEM education.

Using ICT in STEM Education

2018 ◽  
pp. 951-969
Author(s):  
Jean-François Hérold ◽  
Jacques Ginestié
Keyword(s):  
Mathematics Education ◽  
Information And Communication Technologies ◽  
Stem Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Task Motivation ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

The aim of this paper is to examine the use of digital technologies in Science, Technology, Engineering, and Mathematics Education (STEM). We will discuss the effectiveness of the teaching-learning process in terms of the elements that could possibly promote learning with the use of Information and Communication Technologies (ICT) in STEM education. This will be done, first, by taking a learner-centred approach to an activity that students carried out using ICT to performing a task set by the teacher (cognitive engagement in the task, motivation, nature of knowledge built). The aim was to understand how ICT could be a cognitive aid for the student. Second, a teacher-centred perspective to the development of prescribed tasks (form, knowledge carried by the task) was used to identify how ICT can be adapted to aid student learning in STEM education.

REAL WORLD PROBLEM-SOLVING THROUGH ENGINEERING

2021 ◽  
Vol 12 (2) ◽  
pp. 482-487
Author(s):  
Deyana Peykova ◽  
◽  
Ivelina Velcheva ◽  
Keyword(s):  
Stem Education ◽  
Learning Experience ◽  
Integrated Approach ◽  
Project Based Learning ◽  
Science Technology ◽  
Real World Problem ◽  
Secondary Stage ◽  
Subject Areas ◽  
And Mathematics ◽  
Engineering Projects

In education the abbreviation STEM covers the disciplines of science, technology, engineering and mathematics. Therefore, STEM education is the study of these STEM subjects through an integrated approach that offers practical and research learning experience. This article reveals how engineering, the „E“ in STEM , can bring together all four subject areas. The best and most engaging way to achieve this unity is through engineering projects that challenge students to design solutions to real problems. The following work presents good examples of engineering projects in the lower secondary stage of primary education based on problem-based learning and project-based learning.

Using ICT in STEM Education

2017 ◽  
pp. 197-220
Author(s):  
Jean-François Hérold ◽  
Jacques Ginestié
Keyword(s):  
Mathematics Education ◽  
Information And Communication Technologies ◽  
Stem Education ◽  
Learning Process ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Task Motivation ◽  
Information And Communication ◽  
And Mathematics ◽  
Teaching Learning

The aim of this paper is to examine the use of digital technologies in Science, Technology, Engineering, and Mathematics Education (STEM). We will discuss the effectiveness of the teaching-learning process in terms of the elements that could possibly promote learning with the use of Information and Communication Technologies (ICT) in STEM education. This will be done, first, by taking a learner-centred approach to an activity that students carried out using ICT to performing a task set by the teacher (cognitive engagement in the task, motivation, nature of knowledge built). The aim was to understand how ICT could be a cognitive aid for the student. Second, a teacher-centred perspective to the development of prescribed tasks (form, knowledge carried by the task) was used to identify how ICT can be adapted to aid student learning in STEM education.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Constructive Distributed Work: An Integrated Approach to Sustainable Collaboration and Research for Distributed Teams

2021 ◽  
pp. 105065192110214
Author(s):  
Michelle McMullin ◽  
Bradley Dilger
Keyword(s):  
Best Practices ◽  
Team Building ◽  
Three Dimensional ◽  
Integrated Approach ◽  
Interdisciplinary Teams ◽  
Digital Tools ◽  
Distributed Teams ◽  
Distributed Work ◽  
Team Members ◽  
Negative Impacts

Academic work increasingly involves creating digital tools with interdisciplinary teams distributed across institutions and roles. The negative impacts of distributed work are described at length in technical communication scholarship, but such impacts have not yet been realized in collaborative practices. By integrating attention to their core ethical principles, best practices, and work patterns, the authors are developing an ethical, sustainable approach to team building that they call constructive distributed work. This article describes their integrated approach, documents the best practices that guide their research team, and models the three-dimensional thinking that helps them develop sustainable digital tools and ensure the consistent professional development of all team members.

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