Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms

Quigley, Cassie; Herro, Dani; Shekell, Calli; Cian, Heidi; Jacques, Lori

doi:10.1007/s10763-019-10034-z

Cited by 47 publications

(34 citation statements)

References 16 publications

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“…STEAM sendiri memiliki pandangan yang berfokus pada beberapa prinsip, yaitu: interdisipliner, kreativitas, pembelajaran faktual dan pemikiran yang berpusat pada proyek (Henriksen, 2017). Perkembangan STEM menjadi STEAM tidak serta-merta hanya untuk menambahkan komponen seni (Art) seperti menggambar, mewarnai, dan mendesain dalam suatu pembelajaran, melainkan lebih kepada pola berpikir kreatif siswa serta dalam mempelajari keterampilan abad ke-21 (Quigley et al, 2020); (Bertrand & Namukasa, 2020); (Lee, 2020).…”

Section: Pendahuluanunclassified

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Suryaningsih

Nisa

2021

japendi

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Pembelajaran diketahui sebagai aspek pendidikan yang mempunyai peran utama sebagai penentu kualitas pendidikan. Proses pembelajaran dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman. Namun, pembelajaran sains masih didominasi oleh paradigma masyarakat yang memandang ilmu sains sebagai ilmu hafalan dan guru sebagai sumber utama pengetahuan. Inovasi pembelajaran untuk membangun keterampilan proses sains dan berpikir kreatif siswa salah satunya ialah mengintegrasikan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematics) dengan Project Based Learning pada proses pembelajaran kimia. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains dan keterampilan berpikir kreatif siswa pada pembelajaran kimia materi titrasi asam-basa dengan integrasi STEAM project. Metode yang digunakan pada penelitian ini adalah deskriptif kuantitatif dengan melakukan pengambilan data pada 76 siswa MAN Sidoarjo yang dipilih secara purposive sampling. Penelitian ini menggunakan integrasi STEAM project dengan memberikan project poster informatif diunggah di media sosial instagram. Data penelitian didapatkan melalui kuesioner berupa google form berisikan 14 item. Penelitian menunjukkan hasil yang positif, dengan keterampilan proses sains mendapatkan skor 4,164 dengan persentase keterampilan proses sains kategori tinggi yaitu 83,3 %. Keterampilan berpikir kreatif siswa mendapatkan hasil yang baik dengan skor 4,134 dengan kategori tinggi, yaitu 82,7 %. Integrasi pembelajaran STEAM project selama proses pembelajaran melalui aplikasi WhatsApp group memanfaatkan media sosial instagram mampu menunjang keterampilan proses sains dan keterampilan berpikir kreatif siswa, literasi sains dan digital, serta keterampilan motorik siswa. Hasil ini dapat digunakan sebagai inovasi dalam proses pembelajaran sains.

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Section: Pendahuluanunclassified

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Suryaningsih

Nisa

2021

japendi

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“…One possible reason for the differences could that the senior high school students were recruited from a traditional robotics curriculum in a high school computer course, rather than from an integrated STEAM curriculum. Recent literature has reported that STEAM curricula can facilitate deeper learning (Quigley et al, 2020), reinforce students' technological skills (Conde, 2020), and increase students' learning motivation (Herro et al, 2018;Lin & Tsai, 2021). In order to reach a confident conclusion, more studies are needed to examine the impacts of STEAM curricula on students' robotics learning selfefficacy.…”

Section: The Role Of School Levels In Students' Rlses Scoresmentioning

confidence: 99%

The Development and Validation of the Robotics Learning Self-Efficacy Scale (RLSES)

Tsai

Wang

et al. 2021

Journal of Educational Computing Research

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Robotics education has gradually been emphasized in contemporary school curricula; however, assessment tools for robotics learning are still limited. Based on Bloom’s Taxonomy of educational objectives, this study aimed to develop the Robotics Learning Self-Efficacy Scale (RLSES) with a two-level construct of five dimensions for assessing students’ self-efficacy for learning robotics. A total of 181 elementary, junior high and senior high school students (5th–12th graders) with robotics learning experience were selected as the sample of this study. A questionnaire including 32 candidate items designed for the initial version of the RLSES was administered to the sample. An exploratory factor analysis was conducted and, finally, 16 items were drawn for the final RLSES under five subscales ( Comprehension, Practice, Analysis, Application, and Collaboration), with a total explained variance of 85.28%. The Cronbach’s alpha reliability was .97 for the overall scale, ranging from .87 to .95 for the subscales. The inter-correlation analysis showed evidence of discriminant validity. Regression analysis results supported that Practice and Comprehension self-efficacy were significant predictors of Analysis, Application, and Collaboration self-efficacy, confirming the two-level (2 × 3) construct of the RLSES. Significant differences among school levels were found and are discussed.

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“…According to Prosser and Trigwell ( 1999 ) and Education and Commission ( 2011 ), the causes of this circumstance are related not only to individual aspects (low concentration, little motivation, feeling of inadequacy) but also to social prejudice regarding mathematics (often regarded as too difficult and ’not for everyone’), as well as to the nature of the subject itself (sequential and accumulative nature of the learning process, need for a big load of training and work). The use digital methodologies can improve the students’ interest in the study of mathematics and also offer them new opportunities of learning (Quigley et al, 2020 ). The combination of traditional classes and digital tools can engage the students with real world problems by providing a means of accommodating gaps in the required mathematical knowledge (Geiger et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Mathematics learning and assessment using MathE platform: A case study

et al. 2021

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Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational environment where students are the focus of the learning process. In such a personalised learning environment, an increase of the students’ engagement and the improvement of the outcomes arise. MathE has been developed to help achieve this goal. Based on collaborative procedures, internet resources – both pre-existing and freely available as well as resources specifically conceived by the project team – and communities of practices, MathE intends to be a tool to nurture and stimulate the learning of Mathematics in higher education. This study introduces and describes the MathE platform, which is divided into three sections: Student’s Assessment, Library and Community of Practice. An in-depth description of the Student’s Assessment section is presented and an analysis of the results obtained from students, when using this feature of the platform, is also provided. After this, and based on the answers to an online survey, the impact of the MathE platform among students and teachers of eight countries is shown. Although the number of collected results is still scarce, it allows the recognition of a trend regarding the use of the material of the Student’s Assessment section for autonomous study. The results indicate the platform is well organized, with a satisfactory amount and diversity of questions and good interconnection between the various parts. Nevertheless, both teachers and students indicate that more questions should be introduced. The overall opinion about the MathE platform is very favourable.

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Connected Learning in STEAM Classrooms: Opportunities for Engaging Youth in Science and Math Classrooms

Cited by 47 publications

References 16 publications

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

The Development and Validation of the Robotics Learning Self-Efficacy Scale (RLSES)

Mathematics learning and assessment using MathE platform: A case study

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