Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students

This article explores the tenets of culturally responsive STEM curriculum, providing an innovative look into STEM teaching and learning, which illuminates student agency, prior knowledge, and positive connections with their teachers. It seeks to answer the question, what happens when students experience informal STEM learning spaces as positive ones that enable them to develop a sense of agency, voice, and academic achievement.

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Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.10.13 ◽

2021 ◽

Vol 20 (10) ◽

pp. 232-255

Author(s):

Shahrul Affendi Ishak ◽

Rosseni Din ◽

Umi Azmah Hasran

Keyword(s):

Learning Outcomes ◽

Conceptual Understanding ◽

Teaching And Learning ◽

Main Idea ◽

Digital Games ◽

Stem Learning ◽

Global Issue ◽

Design Perspective ◽

Comprehensive Framework ◽

Stem Teaching

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

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An Investigation of the Effects of Integrating Computing and Project- or Problem-Based Learning in the Context of Environmental Sciences

Building STEM Skills Through Environmental Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2711-5.ch003 ◽

2021 ◽

pp. 49-89

Author(s):

Mahnaz Moallem ◽

William L. Sterrett ◽

Christopher Raymond Gordon ◽

Sohail Masood Sukhera ◽

Aisha Mahmood ◽

...

Keyword(s):

Teaching And Learning ◽

Problem Based Learning ◽

Learning Processes ◽

Teacher Education Programs ◽

Simulation Tool ◽

Stem Learning ◽

Education Programs ◽

Environmental Sciences ◽

The University ◽

Stem Teaching

The chapter reports the results of integrating computing, project or problem-based learning and engineering process to address the needs of preparing the STEM workforce in Punjab, Pakistan through transforming STEM teaching and learning processes. It also aimed to build the capacity of the University of Education, Lahore to improve the quality and relevancy of its STEM teacher education programs and its partnership schools. A collaborative team of STEM and STEM education faculty from two U.S. universities and University of Education (UE), Lahore designed, developed, implemented, and evaluated STEM learning units with a specific focus on water and management of natural resources to under-served 6-8 grade students in Pakistan through the integration of project-based and problem-based learning (PBL) and Squeak Etoys, modeling, and simulation tool.

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"My Picture is About Opening Up Students' Minds Beyond Our School Gate!" School Principals' Perceptions of STEM Learning Environments

Journal of Research in STEM Education ◽

10.51355/jstem.2020.79 ◽

2020 ◽

Vol 6 (1) ◽

pp. 18-38

Author(s):

Vesife Hatisaru ◽

Sharon Fraser ◽

Kim Beswick

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

School Principals ◽

Secondary School Principals ◽

Future Research ◽

Stem Learning ◽

Research Directions ◽

Future Research Directions ◽

Stem Teaching ◽

Principals Perceptions

The provision of effective leadership in STEM education is essential to support teachers to consider approaches to STEM and to carry them out effectively. Principals’ perceptions of STEM teaching and learning are, therefore, significant. In this paper we report on the perceptions of 21 primary and secondary school principals through their completion of the Draw a STEM Learning Environment Test (D-STEM), assessed through a customised rubric. Findings revealed that the participant principals maintained a diversity of interpretations of STEM learning environments primarily equated to the use of student-centred pedagogies in classrooms. Very few responses depicted and/or described teaching and learning practices anchored in realistic problems, which can enable the integration of individual STEM disciplines, and engage students in the translation of concepts across multiple representations. The use of representational tools remained implicit or was absent in most of the responses. Findings are discussed along with methodological issues, and implications and future research directions are suggested.

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Integrating STEM Teaching and Learning Into the K-2 Classroom

10.2505/9781681406206 ◽

2020 ◽

Keyword(s):

Teaching And Learning ◽

Stem Teaching

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Everyday Engineering: Putting the E in STEM Teaching and Learning

10.2505/9781936137190 ◽

2012 ◽

Keyword(s):

Teaching And Learning ◽

Stem Teaching

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Towards modeling of human skilling for electrical circuitry using augmented reality applications

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-021-00268-9 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Ana Villanueva ◽

Ziyi Liu ◽

Yoshimasa Kitaguchi ◽

Zhengzhe Zhu ◽

Kylie Peppler ◽

...

Keyword(s):

Augmented Reality ◽

Learning Outcomes ◽

Cognitive Assessment ◽

Teaching And Learning ◽

Stem Learning ◽

Educational Value ◽

Learning Content ◽

Hands On ◽

Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

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