scholarly journals Study of STEM for Sustainability in Design Education: Framework for Student Learning and Outcomes with Design for a Disaster Project

2021 ◽  
Vol 14 (1) ◽  
pp. 312
Author(s):  
Ming-Ni Chan ◽  
Daisuke Nagatomo
Keyword(s):  
Critical Thinking ◽  
Stem Education ◽  
Cognitive Skills ◽  
Design Education ◽  
Project Based Learning ◽  
Education For Sustainability ◽  
Stem Learning ◽  
Stem Design ◽  
Thinking Process ◽  
Double Diamond

STEM has successfully introduced an interdisciplinary education model that can be used for training students to develop skillsets for the 21st century. STEM Education for Sustainability (STEM4S) expands the scope of education to meet rapidly changing global challenges, such as climate change and SDGs by the United Nations, which require the multidisciplinary curriculum to be integrated into STEM. Design-based tasks play a significant role in STEM education by promoting students’ critical thinking and problem-solving abilities. While STEM successfully employs design, design education currently conducts subjective procedures and lacks the framework for adopting the critical-thinking process. Therefore, design education can develop students’ cognitive skills by reflecting on STEM learning experiences. This study articulates the framework for design education by investigating problem-based and project-based learning and the double-diamond diagram for innovation. The goal of this study was to apply these observations and formulate the framework for STEM4S. This study examined the framework adopted at the National Taiwan Normal University in the Department of Design, with qualitative analysis of participants and quantitative analysis of questionnaire results. Finally, the researchers discuss the research questions and future applications of this framework.

scholarly journals Analysis of Students’ Critical Thinking Skill of Middle School through STEM Education Project-Based Learning

2018 ◽  
Vol 7 (1) ◽  
pp. 54-65 ◽  
Author(s):  
L. Mutakinati ◽  
I. Anwari ◽  
Y. Kumano
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Stem Education ◽  
First Grade ◽  
Project Based Learning ◽  
Colloid Solution ◽  
Design Solution ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
School Students

This research is to investigate the students` critical thinking skill by using STEM education through Project Based Learning. The study applied descriptive research design. In these lessons, the participants were 160 first grade Japanese middle school students from four classes. They were divided into nine groups each class. The instruments are worksheets to explore students’ initial knowledge about how to clean up wastewater and critical thinking processes. The worksheet consists of the designing solution, and understanding of concepts to identify critical thinking based on purpose and question, selection of information, assumption, and point of view the solution, and implication. Students were asked to design tools to clean up the wastewater. Students were given more than one chance to design the best product for wastewater treatment. The lessons consist of six lessons. The first lesson is the introduction of colloid, solution, and suspension, and discussion about wastewater. The second lesson to the fourth lesson was finding solutions and designing products. The fifth lesson was to watch a video of wastewater treatments in Japan and to optimize the solutions or products. The last lesson was to make a conclusion, to exchange presentations, and to develop discussion. Implementation of STEM education can be seen from the students` solutions, some students used biology or chemistry or physics or combination concept and Mathematics to design solution (technology) for treatment of wastewater. The result showed that the mean score of students` critical thinking skill was 2.82. The students` critical thinking skill was categorized as advanced thinker: 41.6%, practicing thinker: 30,6%, beginning thinker: 25%, and challenged thinker: 2.8%.  And the category for students` critical thinking was practicing thinker.  Practicing thinker is a stage of critical thinking development, they have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought to solve the contextual problem.

scholarly journals Development of critical thinking as a means of forming STEM competencies

2020 ◽  
Vol 55 ◽  
pp. 317-331
Author(s):  
Olha Pylypenko
Keyword(s):  
Critical Thinking ◽  
Stem Education ◽  
Scientific Literature ◽  
Stem Learning ◽  
Basic Concepts

The article analyzes the scientific literature in order to determine different approaches to the interpretation of the concept of “critical thinking”, describes its components, discusses the basic concepts, functions of critical thinking in teaching. Critical thinking is presented as one of the main competences of STEM education. The conditions for the development of critical thinking in the process of STEM-learning are determined. Methodical problems are solved, which should help students to develop STEM competences based on the development of their critical thinking.  

Project Based Learning Model Based on Simple Teaching Tools and Critical Thinking Skills

2018 ◽  
Vol 1 (1) ◽  
pp. 12 ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Laboratory School ◽  
Teaching Tools ◽  
Model Based ◽  
Language Writing ◽  
School Laboratory ◽  
Research Type

<em>This study aims to determine the application of PjBL model based on simple props and critical thinking skills of students in the School Laboratory course. This research uses research type Pre-Experimental Design with sample of all students of semester II which programmed Laboratory School on even semester 2016/2017 in </em><em>Program Studi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Papua. The results showed that the props designed by students 74.0% ± SD 4.2 or are in a good category. Assessment of practical worksheet covers the aspect of format, content, language/writing, and benefits/functions obtained 80.3% ± SD 7.4 or are in the very good category. Critical thinking skills of the students during the learning that is 66.7% ± SD 4.9 or are in a good category. Therefore the application of PjBL learning based on simple props can be used to develop critical thinking skills.</em>

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

Features of the work organization at the main stages on the project in the primary classes

2021 ◽  
pp. 828-841
Author(s):  
Sardarova Zhannat ◽  
Abildina Saltanat Kuatovna ◽  
Zhalgassova Anargul Asauovna ◽  
Bakhtiyarova Gulshat Rahmetzhanovna ◽  
Adilshinova Zina ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Goal Setting ◽  
Cognitive Skills ◽  
Work Organization ◽  
Significant Problem ◽  
Project Method ◽  
Project Activity ◽  
Real Practice ◽  
Development Of Students

The main aim of the article is to analyze the main stages of work on the project, characterizes the activities of the teacher and student at these stages. The basis of the project activity is the development of students' cognitive skills, the ability to independently design their knowledge and navigate the information space, the development of critical thinking; an idea is laid that constitutes the essence of the concept of "project", its pragmatic focus on the result, which is obtained when solving a particular practically or theoretically significant problem. This result can be seen, comprehended, applied in real practice. To achieve such a result, it is necessary to teach children to think independently, find and solve problems, using knowledge from different areas for this purpose, the ability to predict the results and possible consequences of different solutions, the ability to establish cause-and-effect relationships. To accomplish the goal of the study, several primary stages of work on a project are taken into account, including problematization, goal-setting, planning, implementation, presentation, and reflection. In conclusion, it can be inferred that the application of the project method in the classroom in primary school does not supplant the classroom system but complements, arranges, and extends it.

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