Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

scholarly journals Hands-on Learning for Classics: Building an Effective, Long-term Project

2017 ◽  
Vol 18 (36) ◽  
pp. 1-7
Author(s):  
Kyle Alexander Jazwa
Keyword(s):  
Critical Thinking ◽  
Group Work ◽  
Learning Activities ◽  
Work Skills ◽  
Ancient Greek ◽  
Hands On ◽  
Roman Culture ◽  
Hands On Learning ◽  
Development Of Students

AbstractIn this paper, I explore the use of long-term, hands-on learning activities for Classics courses. I will show that a carefully designed project can complement classroom lectures on Greek and Roman culture and contribute towards the development of students’ critical thinking and group work skills. As an example, I describe a successful hands-on learning project that I designed for my Ancient Greek Cities course at Monmouth College (USA). The students were tasked with researching and building an historically faithful, ancient Greek mudbrick building for the college's annual Classics Day event. With the success of this project in my class, I will show that Classics instructors can pursue similar long-term, hands-on learning activities for engaging students in ancient Greek and Roman culture and teaching essential skills.

scholarly journals PENGARUH PEMBELAJARAN KOOPERTIF TIPE STAD TERHADAP KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR

2015 ◽  
Vol 1 (1) ◽  
pp. 128-141
Author(s):  
Rayi Siti Fitriani
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Direct Instruction ◽  
Mathematical Understanding ◽  
Mathematical Ability ◽  
Mathematical Communication ◽  
Hands On ◽  
Hands On Learning ◽  
Class Iv ◽  
Better Than

Examined the differences in mathematical ability of understanding and communication between students and Cooperative Learning STAD and students in hands-on learning. The subjects were students of class IV SDN Sarimulya II Cikampek. The study concluded: 1) The ability of the final mathematical understanding of students who received different STAD cooperative learning with the ability of students who received direct instruction. 2) The ability of mathematical communications students getting the same STAD cooperative learning with students getting hands-on learning. 3) Increased understanding of the mathematical ability of students who received STAD cooperative learning does not differ greatly from the ability of the students who received direct instruction. 4) Improving students' mathematical communication skills that got STAD cooperative learning significantly better than students who received direct instruction.

scholarly journals STEM Education and Science Identity Formation

2021 ◽  
Vol 4 (1) ◽  
pp. 1-3
Author(s):  
Ellina Chernobilsky ◽  
Keyword(s):  
Identity Formation ◽  
Stem Education ◽  
Science Identity ◽  
Hands On ◽  
The World ◽  
Hands On Learning

As the world struggles with the COVID pandemic, one question that keeps coming up in conversations among educators is how to teach students amid the uncertainty. Specifically, the difficulty is with teaching subjects that require hands-on learning in order to master the concepts and make them one’s own. Today, however, I would like to pose a different, more global question: How can we help students identify with science in a deeper, more meaningful way? How can we help students develop what is known as science identity?

Future Education Leaders' Needs in Serving Students With Severe Disabilities: A Call for Intentional Preparation

Inclusion ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 60-76 ◽  
Author(s):  
Phyllis M. Robertson ◽  
Karen N. McCaleb ◽  
Nancy J. Smith
Keyword(s):  
Educational Administration ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Effective Implementation ◽  
Education Leaders ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Students With Severe Disabilities ◽  
Future Education

Abstract Qualitative analysis of three discipline-specific focus groups (graduate students in educational leadership/educational administration, curriculum and instruction, and counseling) revealed that these participants are largely unprepared to serve students with extensive and pervasive support needs. Rather, these professionals reported relying upon their ability to learn from others, their personal experiences, and their capacity to “take risks and fake it.” They cited numerous barriers to effective implementation of inclusion revealing that they were often afraid to ask for clarification and support; had limited opportunities for meaningful collaboration; engaged with a system that often placed form over function; and worked with students who experienced segregation, neglect, and isolation. Participants offered suggestions for improving university-based preparation, enhancing professional development, and increasing hands-on learning opportunities along with the need to create a supportive system for educators, students, and their families.

Hackschooling

2021 ◽  
pp. 65-66
Author(s):  
Jennie Germann Molz
Keyword(s):  
Learning Opportunities ◽  
Online Resources ◽  
Hands On ◽  
Hands On Learning ◽  
The University

In February 2013, Logan LaPlante, a fresh-faced, newly minted teenager in a pink knit hat, stood in front of the audience at the University of Nevada and delivered a TED talk titled “Hackschooling Makes Me Happy.”1 In the talk, Logan describes his family’s unschooling-inspired approach to his education, which included a combination of online resources, hands-on learning opportunities, and internships with local businesses that allowed him to explore his own interests at his own pace. This, Logan declares, is hackschooling....

scholarly journals Hosting and Sharing Your Own Remote Experiments with RALfie – an Open Ended Experiment Design Experience

2016 ◽  
Vol 12 (04) ◽  
pp. 40 ◽  
Author(s):  
Alexander Kist ◽  
Ananda Maiti ◽  
Andrew Maxwell ◽  
Lindy Orwin ◽  
Wu Ting ◽  
...  
Keyword(s):  
Stem Education ◽  
Learning Strategy ◽  
Learning Opportunities ◽  
Remote Access ◽  
Short Article ◽  
Hands On ◽  
New Learning ◽  
Service Oriented ◽  
Hierarchical Groups ◽  
Experimental Rig

Remote Access Laboratories (RAL) are online platforms for performing experiments from remote locations usually following a centralised service oriented paradigm. This short article presents RALfie - Remote Access Laboratories for Fun, Innovation and Education using a peer-to-peer RAL architecture where some participants or makers can create, host and share experiments for other users. The system is built upon a VPN service that establishes end-to-end connections between learner and makers’ experiential rigs. A graphical programming platform - SNAP is the basis of programming and designing the interface with the experimental rig. The experiments are then shard using an activity-based learning strategy that presents the experiments as a set of hierarchical groups of activities or activities. This distributed design of RAL allows more hands-on experience to build experimental setup and provides opportunities to collaborate with fellow peers. The environment is suitable foe STEM Education. This approach requires the makers among the users to create and host the experiments, which demand certain responsibilities and offers new learning opportunities.

Beyond Hands-on-Learning: Fostering Creativity in Student Competitive Teams

2012 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Experiential Learning ◽  
Theoretical Models ◽  
Learning Opportunities ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Oklahoma ◽  
Hands On ◽  
Fostering Creativity ◽  
Hands On Learning ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. We are currently investigating combining student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment to foster innovation and creativity. In this paper we investigate the theoretical models that can be used to model the Sooner Racing Team (SRT) of University of Oklahoma. Experiential Learning is the foundation to develop the competencies of students engaged in SRT. The SRT is setup as a learning organization and relies on peer-learning to facilitate developing innovation related meta-competencies.

scholarly journals The Path of Science in Future Tibetan Buddhist Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Denise Woodward ◽  
Ernest Ricks ◽  
Pamela J. Bjorkman ◽  
Pantelis Tsoulfas ◽  
Jane E. Johnson ◽  
...  
Keyword(s):  
Best Practices ◽  
Science Teachers ◽  
Learning Opportunities ◽  
Religious Community ◽  
College Level ◽  
Tibetan Buddhist ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Future Plans

The Emory-Tibet Science Initiative (ETSI) allowed western science teachers to work with monastically educated Buddhist monks to further their science education. The challenges included teaching through translators, using best practices for teaching within a religious community, and thinking about how to integrate what we learned from teaching in this context to our classrooms back home. In this article, we, a diverse group of western college-level educators and scientists, share our personal experiences and thoughts about teaching in this unique context in several themes. These themes are the challenges of translation and the development of new Tibetan science dictionary, the importance of hands-on learning opportunities as an example of using best teaching practices, using technology and online resources to connect our communities through both space and time, and the imperative of future plans to continue these important cross-cultural efforts.

A Qualitative Approach to Studying the Interplay Between Expertise, Creativity, and Learning in University Makerspaces

2017 ◽  
Author(s):  
Megan Tomko ◽  
Robert L. Nagel ◽  
Julie Linsey ◽  
Melissa Aleman
Keyword(s):  
Undergraduate Research ◽  
Participant Observation ◽  
Learning Opportunities ◽  
Dynamic Relationship ◽  
Team Projects ◽  
Comprehensive Literature Review ◽  
Research Initiative ◽  
Hands On ◽  
Hands On Learning ◽  
Approaches To Study

While students make in makerspaces, they traverse and integrate a variety of skills that create a dynamic relationship between learning processes, creative exploration, and expertise acquisition. We put forth that in order to certify and reveal the value of making, it is necessary to investigate this interplay between learning, creativity, and expertise using qualitative methods. This paper presents a comprehensive literature review and research initiative that demonstrate how to utilize ethnographic approaches to study learning in makerspaces. Specifically, we present initial steps to explore this dynamic relationship with the goal of answering the question What do students learn in universities makerspaces? At present, it is unclear what university students actually learn in university makerspaces, and how learning in makerspaces compares to learning in other hands-on learning opportunities such as competition team projects (e.g., SAE), undergraduate research, or other informal engineering learning environments. This research initiative focuses on two very different makerspaces at two different universities, which creates a unique opportunity for comparison. To study these spaces, we implement observation, participant observation, and interviewing of students, particularly on making. We envision this work as a springboard for further work in understanding makerspaces.

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