scholarly journals An Introduction to 3D Printing in the STEM Classroom

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Evelyn Sander ◽  
Christopher A Manon ◽  
Padmanabhan Seshaiyer
Keyword(s):  
3D Printing ◽  
Open Source ◽  
Science Classroom ◽  
Scientific Models ◽  
Technical Aspects ◽  
Software Packages ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics ◽  
Enhance Student Learning

This session is designed to introduce the use of 3D printing in a mathematics or science classroom to those with little or no experience with the technology. It will be a hands-on introduction to design of models using two STEM-focused software packages: Mathematica and OpenSCAD. The audience will come away with a knowledge of the entire progression of 3D printing from an in-class design to the technical aspects of printing. The presentation is based on group-based lab materials created for the calculus classroom (funded by a 4-VA innovation grant). This project demonstrates how inquiry-based approaches can be employed to enhance student learning using a STEAM (Science, Technology, Engineering, Arts, and Mathematics).The session will start with a 30-minute lecture, including a demonstration of 3D printing, a review of the types of scientific models available publicly, a discussion of some of the classroom models we have designed, and a summary of the labs given in the calculus classroom. The next hour will consist of a hands on introduction to designing printable scientific models in Mathematica and in OpenSCAD, an open source CAD-based system.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Nurturing a Geospatially Empowered Next Generation

2018 ◽  
pp. 50-72
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

Promoting STEAMH at primary school: a collaborative interdisciplinary project

2018 ◽  
Vol 4 (8) ◽  
pp. 234-245 ◽  
Author(s):  
Maria Cristina Oliveira da Cristina Oliveira da Costa
Keyword(s):  
Primary School ◽  
Local Community ◽  
Real Life ◽  
School Level ◽  
Pedagogical Intervention ◽  
Local Schools ◽  
School Collaboration ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration

scholarly journals Utilizing 3D-Printing Technology in Cross-Disciplinary STEAM Education

2021 ◽  
Author(s):  
Sayuri Tanabashi
Keyword(s):  
3D Printing ◽  
21St Century ◽  
National Strategy ◽  
Science Museums ◽  
Advanced Technologies ◽  
Science Technology ◽  
Steam Education ◽  
Future Science ◽  
And Mathematics ◽  
In The Beginning

Individuals visiting science museums and centers generally seek to cultivate their scientific thinking and, thanks to advanced technologies in the beginning of the 21st century, can also enjoy multisensory artistic experiences. Creating such an immersive experience in museums has been part of a national strategy to increase the number of future Science, Technology, Engineering, and Mathematics (STEM) personnel, fields that have historically had greater difficulty in attracting students.

scholarly journals Parental engagement in children’s STEM education. Part I: Meta-analysis of the literature

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Carlos C. F. Marotto
Keyword(s):  
Literature Review ◽  
Communication Skills ◽  
Stem Education ◽  
Meta Analysis ◽  
Parental Engagement ◽  
Informal Science ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

This paper presents a meta-analysis of the literature on parental engagement with children’s formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children’s STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children’s future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges and impact.

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.

URGENSI PEMBELAJARAN BERBASIS STEAM BAGI ANAK GENERASI ALPHA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (1) ◽  
pp. 88-104
Author(s):  
Yuni Dwi Suryani ◽  
Gustiana Yuantini
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Literature Study ◽  
Higher Order Thinking Skills ◽  
Face To Face ◽  
Scientific Investigations ◽  
Science Technology ◽  
Hands On ◽  
Close Relationship ◽  
And Mathematics

The Covid-19 pandemic is happening globally. The spread of the Covid-19 virus is so fast that it has finally caused major changes, especially in the world of education. Learning that was originally carried out face-to-face has now changed to learning from home. Early childhood who are growing and developing in the Covid-19 pandemic are included in the Alpha generation category. Alpha generation children are known as a digital natives. Since birth, Alpha generation children have a close relationship with the presence of technology. During the Covid-19 pandemic, technology was used for learning. Learning activities at home by float or do paper and pencil activities such as thickening letters make Alpha generation children tend to get bored easily. Alpha generation children like challenging activities by training their thinking power to be creative in getting things done. Based on the literature study conducted in this study, appropriate learning for Alpha generation children is STEAM-based learning. STEAM is integrated learning from the branches of science, technology, engineering, arts, and mathematics. STEAM-based learning is carried out by scientific inquiry. STEAM scientific investigations such as exploring, analyzing, and creating. Scientific investigations require children to use higher-order thinking skills in solving problems carried out by direct activities (hands-on minds on approach). This aims to encourage children to think critically, analytically, creatively, and innovatively and solve problems.Keywords: Covid-19, Alpha Generation, STEAM,

Nurturing a Geospatially Empowered Next Generation

2019 ◽  
pp. 1582-1601
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

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