Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios

Deák, Csaba; Kumar, Baibhaw; Szabó, Ildikó Kuritárné; Nagy, Gábor; Szentesi, Szabolcs

doi:10.3390/educsci11070319

Cited by 29 publications

(33 citation statements)

References 48 publications

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“…IBL could provide similar guidance for alternative course designs regarding textiles literacy including field work, case studies, applied research, and role playing (Aditomo et al, 2013; McKinney, 2014). Since textiles is recognized as a STEM discipline, the effectiveness of IBL demonstrated in this study further supports the use of IBL as a pedagogical strategy in other STEM courses and disciplines (Abdurrahman et al, 2019; Deák et al, 2021; Sergis et al, 2019).…”

Section: Discussionsupporting

confidence: 73%

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

Shephard

2022

Clothing and Textiles Research Journal

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Learning about textiles provides students with an essential foundation of knowledge for a career in fashion. More research is needed to help students with comprehension and application of knowledge, or textiles literacy. The purpose of this study is to examine the impact of inquiry-based learning, a versatile student-driven pedagogy, in a basic textiles course. The inquiry-based project titled “Textiles Literacy” was developed to promote understanding and application of knowledge over memorization. Through group-led inquiry, students learned about textiles by applying creativity, critical thinking, literacy, communication, and teamwork skills. At the conclusion of the project, students responded to five open-ended questions about their project experience. Analysis resulted in five primary themes: impact on understanding textiles, role of textiles in fashion, attitude, skills and knowledge, and likelihood to seek further knowledge. Overall, the inquiry-based learning “Textiles Literacy” project had a positive impact on student appreciation, and attitude toward learning about textiles.

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Section: Discussionsupporting

confidence: 73%

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

Shephard

2022

Clothing and Textiles Research Journal

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“…The integration of science and mathematics teaching allows students to develop engagement, critical and creative thinking, reasoning and problem-solving skills while fostering deeper conceptual understanding of both subjects (Mestrinho & Cavadas, 2018). However, it should be considered that pedagogical transformations depend not only on the intellectual progressiveness of educational institutions but also on the progressiveness of society (Deák et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

et al. 2022

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The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.

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“…Educators that favor studentcentered learning, which places the emphasis on the student rather than the teacher, may be more likely to promote smartphone technology in the classroom since it allows for greater levels of self-directed learning (Choy and Cheung, 2022). Furthermore, teachers that favor inquiry-based learning, in which students must probe deeper into more open-ended issues, may be more amenable to introducing smartphone technology into the classroom (Deák et al, 2021). This is due to the fact that technology allows students to delve deeper into concepts and ideas in ways that non-digital teaching instruments may be incapable of or ineffective at Fuchs (2021a).…”

Section: Literature Reviewmentioning

confidence: 99%

Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom

Fuchs

2022

Front. Educ.

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The modern classroom takes on numerous forms and expands beyond the traditional brick-and-mortar walls. Educators are increasingly expected to integrate information and communications technology (ICT) and e-learning into the modern classroom. Several variables may influence instructors’ decision-making processes about ICT integration in the classroom. Smartphone technology provides students with accessibility, the ability to communicate with others, as well as to engage with classroom material. The study aims to examine how a variety of factors (perceived usefulness, perceived ease of use, subjective norm, and attitude) influence behavioral intention toward the use of smartphone technology. Two hundred and ninety survey responses were analyzed to identify the relationship between these factors based on an extended technology acceptance model. The empirical results of the study revealed that subjective norms and attitudes are significant predictors of behavioral intention toward the use of smartphone technology. The article concludes by presenting implications for educators, policymakers, and education researchers derived from the academic and practical discussions based on the findings.

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Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios

Cited by 29 publications

References 48 publications

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

Textiles Literacy: Implementing Inquiry-Based Learning in a Basic Textiles Class

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

Using an extended technology acceptance model to determine students’ behavioral intentions toward smartphone technology in the classroom

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