scholarly journals Fullness of life as minimal unit: Science, technology, engineering, and mathematics (STEM) learning across the life span

2010 ◽  
Vol 94 (6) ◽  
pp. 1027-1048 ◽  
Author(s):  
Wolff-Michael Roth ◽  
Michiel Van Eijck
Keyword(s):  
Life Span ◽  
Stem Learning ◽  
Science Technology ◽  
And Mathematics

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

scholarly journals Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning

2018 ◽  
Vol 17 (4) ◽  
pp. ar61 ◽  
Author(s):  
Sharotka M. Simon ◽  
Helen Meldrum ◽  
Eric Ndung’u ◽  
Fred D. Ledley
Keyword(s):  
Text Analysis ◽  
Business Practice ◽  
Business Practices ◽  
Stem Learning ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Textbooks ◽  
Science Technology ◽  
And Mathematics ◽  
Missed Opportunity

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

scholarly journals PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

scholarly journals Unpacking the Engineering Process: Resourcing Trade Books and Biographies

2018 ◽  
Vol 16 (4) ◽  
pp. 4
Author(s):  
Julie Jackson ◽  
Michelle Forsythe ◽  
Danielle S. L. Medeiros ◽  
Joseph Parthemore ◽  
Alexis Rix
Keyword(s):  
Learning Activities ◽  
Trade Books ◽  
Engineering Process ◽  
Stem Learning ◽  
Material Resources ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics ◽  
Technology Resources ◽  
Design Challenges

Interest in engineering education is growing, and libraries are often the hub of science, technology, engineering, and mathematics (STEM) learning activities in schools and communities. To enhance patrons’ experiences, many libraries have incorporated making, maker, and tinkering spaces that support STEM learning and engineering thinking. Making, maker, and tinkering spaces generally include opportunities for patrons to have hands-on experiences with a variety of materials, technology resources, and design challenges that encourage thinking like an engineer. This type of thinking is “goal-oriented thinking that addresses problems and decisions within given constraints by drawing on available resources, both material resources and human capital.” Thinking like an engineer, making, and tinkering are all part of engineering design-based learning.

scholarly journals STEM and Critical Thinking: Alternative Learning Collaboration between Teachers and Parents in The New Normal Era

2021 ◽  
Vol 11 (3) ◽  
pp. 292-302
Author(s):  
Iva Nurmawanti ◽  
◽  
Darmiany Darmiany ◽  
Nurwahidah Nurwahidah ◽  
Anindita SHM Kusuma ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Learning ◽  
New Normal ◽  
Alternative Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Teachers And Parents ◽  
Integrate Science

The ability to think critically must still be a focus on learning, especially in the era of the new normal. STEM at learning that focuses on the activity and the ability to think of students who integrate science, technology, engineering, and mathematics is one of the alternative learning in the era of the New Normal. Collaboration between teachers and parents in the implementation of learning with STEM integration is needed. It is caused, distance learning that is applied in the era of the New Normal implications at the time of learning of students is a lot at home. The results of this study indicated that STEM learning with collaboration between teachers and parents is suitable to be used as an alternative for learning in the new normal era, focus on students' critical thinking skills.

Sign in / Sign up

Export Citation Format

Share Document