scholarly journals An Entrepreneurship Venture for Training K–12 Teachers to Use Engineering as a Context for Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Anant Kukreti ◽  
Jack Broering
Keyword(s):  
Student Learning ◽  
Training Program ◽  
Scale Up ◽  
Educational Innovation ◽  
Success Rates ◽  
Student Centered ◽  
Business Model Canvas ◽  
Challenge Based Learning ◽  
Math And Science ◽  
K 12

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K–12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering design process (EDP), teaching pedagogies to transform their classrooms into student-centered, hands-on learning environments, while also assisting students to improve their evaluation scores related to science, math, and engineering instruction. CEEMS teachers acquired the necessary skills through coursework, professional development (PD) workshops, and longitudinal professional guidance provided by assigned coaches over a period of two years to become proficient in developing CBL–EDP curriculum, teaching it, and assessing student learning and reflecting after teaching. The authors have documented how they used customer market research conducted during the I-Corps L training to define their minimum viable product (MVP) to duplicate the successful CEEMS methodology through a condensed (≤16 week) self-paced, completely online training program with virtual coaching support. The authors also describe the process they used to move forward very quickly from an MVP to a more complete product offering, its branding, the process of trademarking it, and finally licensing it to an established non-profit organization (NPO) for future marketing. Details of the whole experience are presented with the hope that it will serve as a useful guide for other venture creators.

scholarly journals Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective

2019 ◽  
Author(s):  
◽  
Shannon Marie Burcks
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Science Learning ◽  
Research Council ◽  
Course Design ◽  
National Research Council ◽  
Assessment Practices ◽  
Student Centered ◽  
Undergraduate Science ◽  
K 12

The importance of undergraduate science learning for the workforce and scientific literacy is consistently emphasized by prominent organizations and influential publications such as the American Association for the Advancement of Science (AAAS) (1993, 2013), the National Research Council (NRC) (2010, 2011, 2012a, 2012b, 2013) and the Coalition for Reform of Undergraduate Science, Technology, Engineering, and Math (STEM) Education (CRUSE) (2014). Moreover, important undergraduate and K-12 reform policy documents including the National Research Council (NRC) (2012) and the Next Generation Science Standards (NGSS) (Achieve Inc., 2013) set lofty goals aimed at improving science education. At the same time, science curricula content and assessment are shifting to virtual formats (Smetana and Bell, 2012), and enabling learning and assessment to be depicted in more dynamic and interactive ways. Furthermore, assessment scholarship offers opportunities to make instructional decisions with the aim to aid student learning (e.g. Bell, 2007; Black and Wiliam, 1998, NRC, 2012; Shepard, 2000). Nonetheless, harnessing the full potential of virtual formats to reach these goals for science learning and assessment has proven challenging. Therefore, in this research study, I explored how the technology in one online undergraduate biological science course can impact how an instructor can aid student learning. ... The findings have implications for instruction and research and suggest that learning communities may want to consider that student centered learning theories and student-centered course design for online education could be incomplete. The primary implication includes ways to support formative assessment practices for science instructors in virtual environments by looping instructor formative assessment opportunities throughout a course. Finally, these findings can help others develop assessments that fully support student learning by including the instructor's assessment needs and abilities. The conclusions I present cannot be considered a solution to all courses. However, I encourage other researchers to consider alternative explanation(s) by thinking with theory.

U-Pace: Enhanced Student Learning Through a Student-Centered Instructional Approach

2010 ◽  
Author(s):  
Katie A. Ports ◽  
Jessica L. Barnack-Tavlaris ◽  
Diane M. Reddy ◽  
Raymond Flemming ◽  
Rodney A. Swain
Keyword(s):  
Student Learning ◽  
Instructional Approach ◽  
Student Centered

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DARI LIMBAH ANORGANIK

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Student Learning ◽  
Inorganic Materials ◽  
Learning Activities ◽  
Teacher Competence ◽  
Instructional Media ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Subject

This research is motivated by the need for learning which demands that the teacher is not only proficient in teaching but also facilitates student learning activities in order to create student-centered learning. This study aims to improve teacher competence in making instructional media, in this case media from inorganic materials. This research was conducted at SDN 11 Bathin Solapan with 18 teachers as the subject. The instrument in this study was an observation sheet. The results showed that in the first cycle the competence of the teacher in making learning media was 67.13%, and the second cycle was 74.54% with good criteria. Based on the results of the study, it can be concluded that providing guidance can improve teacher competence in making learning media from inorganic materials.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Challenge-Based Learning Using iPad Technology in the Middle School

2015 ◽  
pp. 238-261
Author(s):  
Christie Bledsoe ◽  
Jodi Pilgrim
Keyword(s):  
Middle School ◽  
Literacy Skills ◽  
Instructional Models ◽  
Technology In The Classroom ◽  
Student Centered ◽  
Use Of Technology ◽  
Challenge Based Learning ◽  
Integration Of Technology ◽  
Hands On Learning ◽  
21St Century Tools

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

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