scholarly journals Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

2022 ◽  
Vol 12 ◽  
Author(s):  
Xiaojing Weng ◽  
Thomas K. F. Chiu ◽  
Morris S. Y. Jong
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Emotional Engagement ◽  
Psychological Need ◽  
Cognitive Characteristics ◽  
Cognitive Competencies ◽  
And Mathematics ◽  
Effective Development ◽  
K 12 ◽  
Stem Interest

A growing interest has been observed among K-12 school educators to incorporate maker pedagogy into science, technology, engineering, and mathematics (STEM) education to engage students in the design and making process. Both cognitive engagement and emotional engagement of students can be promoted through satisfying the psychological need of relatedness that concerns a sense of connection and belonging. How to support relatedness would influence the effective development of students’ cognitive competencies, namely creativity and critical thinking, and non-cognitive characteristics, namely interest and identity. Therefore, the present study investigated how two relatedness support strategies—real-world problems (RWP) and mentoring influence the development of student’s STEM-related cognitive competencies and non-cognitive characteristics in STEM marker activities. We implemented a 7-week intervention study with three classes of Grade 9 students (aged 13–15 years) in Hong Kong (n = 95). Three intervention conditions were designed in the experiment, comprising textbook problem (TBP), RWP, and RWP with mentoring (RWPM). Our analysis showed that (i) the differences in creativity among the three groups were non-significant, (ii) the RWP and RWPM groups showed stronger critical thinking than the TBP group, and (iii) the RWPM group exhibited stronger STEM interest and identity than the other two groups. This study revealed the effectiveness of adopting RWP strategy in developing secondary students’ perceived cognitive competencies (e.g., creativity and critical thinking) and the feasibility of employing a mentoring mechanism for cultivating learners’ perceived non-cognitive characteristics (e.g., STEM identity and interest). Hence, we also offered practical suggestions for teachers.

Exploring Science Fictional Futures With Secondary Students

2021 ◽  
pp. 94-114
Author(s):  
Brittany Tomin ◽  
Jennifer Jenson
Keyword(s):  
Popular Culture ◽  
Critical Thinking ◽  
Science Fiction ◽  
Secondary Students ◽  
Critical Literacy ◽  
Secondary English ◽  
Pedagogical Tool ◽  
English Classrooms ◽  
Potential Benefits ◽  
K 12

Science fiction (SF), while enjoying unprecedented success in popular culture, continues to be an under-utilized resource in K-12 education. This chapter details the results of an in-school study on the use of SF in secondary school courses, examining how SF can be used as a pedagogical tool by educators to help students explore fictional futures in the context of contemporary issues, with a particular focus on developing critical thinking and critical literacy competencies. This study was designed to address the gap in pedagogical resources on teaching SF, and the dearth of research on potential benefits of teaching with SF in secondary English classrooms in particular. The aim of this chapter will therefore be to provide a research-informed overview of the benefits of integrating SF texts into secondary English classrooms, and to offer suggestions for educators.

scholarly journals Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020

2021 ◽  
Vol 12 ◽  
Author(s):  
Chung Kwan Lo ◽  
Khe Foon Hew
Keyword(s):  
Student Engagement ◽  
Mathematics Anxiety ◽  
Classroom Practice ◽  
Flipped Classroom ◽  
Self Regulation ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
The Sustainable Development ◽  
And Mathematics ◽  
K 12

Mathematics is one of the core STEM (science, technology, engineering, and mathematics) subject disciplines. Engaging students in learning mathematics helps retain students in STEM fields and thus contributes to the sustainable development of society. To increase student engagement, some mathematics instructors have redesigned their courses using the flipped classroom approach. In this review, we examined the results of comparative studies published between 2011 and 2020 to summarize the effects of this instructional approach (vs. traditional lecturing) on students’ behavioral, emotional, and cognitive engagement with mathematics courses. Thirty-three articles in K–12 and higher education contexts were included for analysis. The results suggest that the use of the flipped classroom approach may increase some aspects of behavioral engagement (e.g., interaction and attention/participation), emotional engagement (e.g., course satisfaction), and cognitive engagement (e.g., understanding of mathematics). However, we discovered that several aspects (e.g., students’ attendance, mathematics anxiety, and self-regulation) of student engagement have not been thoroughly explored and are worthy of further study. The results of this review have important implications for future flipped classroom practice (e.g., engaging students in solving real-world problems), and for research on student engagement (e.g., using more objective measures, such as classroom observation) in mathematics education.

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

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 How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals Effectiveness of Participation in a Blog for Extra-curricular activities for Developing Students’ Critical thinking skills: A Case of Secondary School Students: فاعلية المشاركة في مدونة إلكترونية للأنشطة غير الصفية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث الثانوي بمدينة جدة

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Wafa Abed M Al-Harbi, Sanaa Saleh Askool
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Extra Curricular Activities ◽  
Experimental Group

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

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.

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