Engaging learners in STEM education

Abstract

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: "How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?" We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas

“…Core ideas can be defined as those ideas by which conceptualisation can help students to learn about the world and themselves (Krajcik & Delen, 2017a;2017b) and are seen as fundamental ideas that are necessary for understanding a given science discipline (NRC, 2012). These core ideas can be linked to form a scientific framework for various curriculum topics set out in the Estonian curriculum (Estonian Government, 2011).…”

“…(b) enable interconnections at increasing levels of depth and sophistication (forming different hierarchies) and can provide a framework showing how acquired knowledge are interconnected to form the whole (AAAS, 2001); (c) be valuable in that these can be used as thinking tools (for illustrating the interconnections) and hence can be indispensable in explaining the problems related to societal and personal concerns, and to generate and implement solutions (Krajcik & Delen, 2017a;2017b). (d) have broad importance across multiple learning disciplines (Cooper et al, 2012;Soobard et al, 2018;Stevens et al, 2009).…”

“…(d) have broad importance across multiple learning disciplines (Cooper et al, 2012;Soobard et al, 2018;Stevens et al, 2009). A number of authors (Krajcik & Delen, 2017a;NRC, 2012;Semilarski et al, 2019) propose that core ideas can be sub-divided into two different types: a) disciplinary core ideas (DCIs), which are linked with specific science disciplines and can be taught over multiple grade levels at progressive levels of complexity. e.g.…”

“…the core idea of models, systems, or patterns, yet are also central in facilitating learning. While other authors have named these as cross-cutting concepts (Krajcik & Delen, 2017a;NRC, 2012), interdisciplinary core ideas can be seen as a better way to express that core ideas have transferability across different subject disciplines. Thus ICIs are much broader in scope than disciplinary core ideas and are not necessarily solely rooted in science.…”

“…The dimensions of knowledge can be grouped using collective terminology, such as 'ideas' (Harlen et al, 2015;Krajcik & Delen, 2017a;NRC, 2012). These ideas, when expressed as central learning areas, thus represent a wide range of factual, conceptual, procedural and metacognitive dimensions of knowledge.…”