Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Computational Thinking and Robotics

2020 ◽  
pp. 90-115
Author(s):  
Carol Munn
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Essential Element ◽  
Thinking Skills ◽  
Robotics Education ◽  
Hands On ◽  
Unique Framework ◽  
And Mathematics ◽  
And Robotics ◽  
Mathematics And Science

This chapter explores a unique framework that expresses freshness and innovation within revolutionary learning experiences. The chapter focuses on the implementation of computational thinking skills as an essential element of a robotics education program that was driven by hands-on activities instilling the notion of imagination through innovative projects. Engineering design applications with robotics created an atmosphere in which students applied abstract mathematics and science concepts. The robot and its technology imploding in the field of education created excitement in the minds of students with renewed, revitalized interest, and curiosity stretching across the areas of science, technology, engineering, and mathematics (STEM). Robotics education along with computational thinking skills are primary keys for unlocking the unlimited creative and innovative potential with engaging hands-on activities. Robots, a fascinating learning instrument, rejuvenate, animate, and revive 21st century skills in tech-savvy language familiar with today's students.

Designing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Dessy Agustina ◽  
Dini Fitriani
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be designed. This work designed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

scholarly journals Generic Tasks for Algorithms

2020 ◽  
Vol 12 (9) ◽  
pp. 152
Author(s):  
Gregor Milicic ◽  
Sina Wetzel ◽  
Matthias Ludwig
Keyword(s):  
Computer Science ◽  
Learning Environments ◽  
Stem Education ◽  
Best Practice ◽  
Computational Thinking ◽  
Underlying Structure ◽  
Science Technology ◽  
Generic Tasks ◽  
And Mathematics ◽  
General Estimation

Due to its links to computer science (CS), teaching computational thinking (CT) often involves the handling of algorithms in activities, such as their implementation or analysis. Although there already exists a wide variety of different tasks for various learning environments in the area of computer science, there is less material available for CT. In this article, we propose so-called Generic Tasks for algorithms inspired by common programming tasks from CS education. Generic Tasks can be seen as a family of tasks with a common underlying structure, format, and aim, and can serve as best-practice examples. They thus bring many advantages, such as facilitating the process of creating new content and supporting asynchronous teaching formats. The Generic Tasks that we propose were evaluated by 14 experts in the field of Science, Technology, Engineering, and Mathematics (STEM) education. Apart from a general estimation in regard to the meaningfulness of the proposed tasks, the experts also rated which and how strongly six core CT skills are addressed by the tasks. We conclude that, even though the experts consider the tasks to be meaningful, not all CT-related skills can be specifically addressed. It is thus important to define additional tasks for CT that are detached from algorithms and programming.

scholarly journals Interfacing Independent Mind and ESP in STEM Education: Exploiting Discovery-Oriented Approach to Learning

2021 ◽  
Vol 10 (2) ◽  
pp. 319
Author(s):  
Vijay Singh Thakur ◽  
Ehsan Elahi
Keyword(s):  
Language Learning ◽  
Stem Education ◽  
Thinking Skills ◽  
English For Specific Purposes ◽  
Approach To Learning ◽  
Language Functions ◽  
Science Technology ◽  
Scientific Disciplines ◽  
And Mathematics ◽  
Object Of Study

As Mohan (1986) rightly argues, While the need for coordinating the learning of language and subject matter is generally recognized, just how this should be accomplished remains a problem and is one of particular concern for university ESL/EFL programs. In view of this vital pedagogical concern, skills-integrated content courses have been designed and experimented by many universities and individual academicians. In content-based curriculum the basic organizational unit is a theme or topic, rather than the more customary grammatical patterns or language functions. The main goal of this, as Bycina (1982) explains, is to provide meaningful contexts for language learning instead of focusing on language as an object of study. At the foundation of this approach is the Krashen’s (1984) notion that acquisition is best promoted when language is presented in comprehensible and interesting communicative contexts (p. 25). In a more crystalized view of English for STEM education, this paper revisits the concept of thinking and pedagogy of English for Specific Purposes (ESP) and emphasizes on the use of independent mind to promote focused ESP for the students of the Scientific Disciplines of Science, Technology, Engineering, and Mathematics (STEM). In the backdrop of the context of STEM education, we have developed a tripartite discussion in the paper focused on the primacy of independent mind and thinking skills; the need to facilitate language development in a contextualized, integrated, interactive framework; and the ways and means to exploit the richness of authentic scientific materials and discussion-led innovative tasks and activities to promote active ESP in STEM education.

Computational Thinking and Robotics

2022 ◽  
pp. 1-20
Author(s):  
Carol Munn
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Essential Element ◽  
Thinking Skills ◽  
Robotics Education ◽  
Hands On ◽  
Unique Framework ◽  
And Mathematics ◽  
And Robotics ◽  
Mathematics And Science

This chapter explores a unique framework that expresses freshness and innovation within revolutionary learning experiences. The chapter focuses on the implementation of computational thinking skills as an essential element of a robotics education program that was driven by hands-on activities instilling the notion of imagination through innovative projects. Engineering design applications with robotics created an atmosphere in which students applied abstract mathematics and science concepts. The robot and its technology imploding in the field of education created excitement in the minds of students with renewed, revitalized interest, and curiosity stretching across the areas of science, technology, engineering, and mathematics (STEM). Robotics education along with computational thinking skills are primary keys for unlocking the unlimited creative and innovative potential with engaging hands-on activities. Robots, a fascinating learning instrument, rejuvenate, animate, and revive 21st century skills in tech-savvy language familiar with today's students.

Developing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be developed. This work developed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

scholarly journals Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn

2021 ◽  
Vol 13 (9) ◽  
pp. 4961
Author(s):  
Ying Ma
Keyword(s):  
Economic Growth ◽  
Social Science ◽  
Stem Education ◽  
21St Century ◽  
Teacher Educators ◽  
Economic Problem ◽  
Science Technology ◽  
International Attention ◽  
And Mathematics ◽  
Education In China

STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education.

Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe

2020 ◽  
Vol 10 (2) ◽  
pp. 20-30
Author(s):  
Thembelihle Gondo ◽  
Jenet Jean Mudekunye
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Staff Development ◽  
Stem Education ◽  
21St Century ◽  
Economic Competitiveness ◽  
Science Technology ◽  
The Future ◽  
And Mathematics

Science, technology, engineering, and mathematics (STEM) develop deep mathematical and scientific underpinnings students need in the 21st-century workforce. The future of many countries lies in lifetime engagement with STEM education. STEM is an expressive curriculum pertinent to learners and develops reasoning, investigative, and creative skills. Modern lives that affect the economy are transformed through innovations. Economic ambitions can be driven through supporting technological creativity solutions for economic competitiveness. Children see STEM as a tool that helps them understand their world and critically think about intentionally incorporating different subjects across existing curriculum. This paper looks at the possibility of nurturing curiosity in physical education through STEM in Zimbabwe. The paper uses library methodology approach. The article proposes appropriate instruction for underprepared workforce through workshops and staff development. Proficiency thinking, problem-solving, and engineering skills exposure are also advocated for.

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