Formative Assessment in Hands-On STEM Education

Peterson, Bryanne; Hipple, Britton

doi:10.4018/978-1-7998-0323-2.ch009

Cited by 4 publications

(7 citation statements)

References 28 publications

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“…One of them is Science, Technique, Engineering, and Mathematics (STEM) learning (Greca Dufranc et al, 2020;Ibáñez & Delgado-Kloos, 2018;Suherman, 2018). STEM is popular at the world level that is effective to be applied as integrative thematic learning (Barakabitze et al, 2019;Kang, 2019;Peterson & Hipple, 2020). This learning combines four main areas in education, namely science, technology, mathematics, and engineering (Park et al, 2017;Stoet & Geary, 2018).…”

Section: Figure 1 Graphic Of Southeast Asian Nations Mathematics Abilitymentioning

confidence: 99%

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Farida¹,

Supriadi²,

Andriani³

et al. 2022

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Metaphorical thinking is important in improving the formation and discovery of learning ideas in the 21st-century. However, the metaphorical thinking of Indonesian students is below the international average in terms of cognitive process, according to PISA 2018. This study aims to identify differences in the ability of students' metaphorical thinking in learning STEM and Computer Science (STEM-CS). This research employed the experimental design with a simple random sampling technique to determine the sample. The population of this study was 280 junior high school students in Bandar Lampung, Indonesia. The data collection technique has been tested to see the improvement of metaphorical thinking. Hypothetical testing has been used by one-way ANOVA with a meaningful level of 5%. The results found that the average class value applied to the STEM-CS training model was 88.00, which was higher compared to the STEM class with an average score of 86.00 and the control class with an average score of 73.00. It is concluded that the STEM-CS model can be used as an alternative solution for learning in the industrial era 4.0. El pensamiento metafórico es importante para mejorar la formación y el descubrimiento de ideas de aprendizaje en el siglo XXI. Sin embargo, el pensamiento metafórico de los estudiantes indonesios está por debajo de la media internacional en términos de proceso cognitivo, según PISA 2018. Este estudio tiene como objetivo identificar las diferencias en la capacidad del pensamiento metafórico de los estudiantes en el aprendizaje de STEM y Ciencias de la Computación (STEM-CS). Esta investigación empleó el diseño experimental con una técnica de muestreo aleatorio simple para determinar la muestra. La población de este estudio fue de 280 estudiantes de secundaria en Bandar Lampung, Indonesia. La técnica de recopilación de datos se ha probado para ver la mejora del pensamiento metafórico. Se han utilizado pruebas hipotéticas mediante ANOVA unidireccional con un nivel significativo del 5%. Los resultados encontraron que el valor de clase promedio aplicado al modelo de entrenamiento STEM-CS fue 88,00, que fue mayor en comparación con la clase STEM con una puntuación media de 86,00 y la clase control con una puntuación media de 73,00. Se concluye que el modelo STEM-CS se puede utilizar como una solución alternativa para el aprendizaje en la era industrial 4.0.

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Section: Figure 1 Graphic Of Southeast Asian Nations Mathematics Abilitymentioning

confidence: 99%

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Farida¹,

Supriadi²,

Andriani³

et al. 2022

Red

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“…Research-based pedagogy was the most common STEM instructional design applied (19 articles, see Table 2), in which teachers often informed decisions on student learning. In research-based pedagogy, teachers utilized evidence through observation, tests, peer-assessments, and related learning activities for gauging educational attainment (Beach et al, 2020;Milner-Bolotin, 2018;Peterson & Hipple, 2020). Specifically, the information gained would help teachers improve their instructional practices, identify students' strengths and weaknesses, restructure programs and plans, and communicate student achievement (Beach et al, 2020;Dong et al, 2020;Milner-Bolotin, 2018).…”

Section: Research-based Pedagogymentioning

confidence: 99%

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

Rahman¹,

Rosli²,

Rambely³

et al. 2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.</p>

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“…With the increasingly introduction of the so-called "integrated STEM education," the opinion is imposed that formative assessment is leading for STEM, because formative assessment is a key tenant of quality STEM/technology education, as it acknowledges student progress (Peterson & Hipple, 2020). The points of view towards the criteria, methods and type of formative assessment in STEM are also not unambiguous and fit less and less into the traditional understanding of this type of assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Authentic assessment is a model of formative assessment that takes into account the social dynamics of the classroom, allows students to self-assess by determining their progress, identifying their mistakes and taking action to improve. Assessments in this type of assessment should be specific and targeted, not to cause comparison between students, but to motivate them (Peterson & Hipple, 2020;Reynolds et. al., 2020, Jimenez Iglesias, et al, 2018.…”

Section: Introductionmentioning

confidence: 99%

“…Because of the very wide range of criteria it has to cover, the formative assessment enables the flexible use of various atypical methods and tools for measuring and evaluating student achievement, such as notbooks (engineering, science), rubrics, portfolios, performance monitoring, etc. (Peterson & Hipple, 2020). Traditional methods such as standardized tests, questionnaires and practical tasks also retain their influence in formative assessment of STEM competences (Xiaoyi .…”

Section: Introductionmentioning

confidence: 99%

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The Paris Conference on Education 2023: Official Conference Proceedings

2023

PCE Official Conference Proceedings

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Education in the post-pandemic era is presented with prospects to reconfigure the mode of teaching and learning with the affordances of technology. Despite the prominence of classroom talk and its associations with students' thinking, little is known about such effects when talk is conducted in a purely asynchronous online context among students and teachers who learn English as L2. The current study explored how Hong Kong ESL learners talk and think together using a micro-blogging tool, Padlet. Twenty-five students from a HK secondary school were recruited to post their individual views on news articles before engaging in open-floor discussions about their opinions. They were then asked to write a short self-evaluation on their discussion process and evaluate their talk. The Scheme for Educational Dialogue Analysis was adopted for coding written contributions while thematic coding was adopted for oral transcriptions for analysis. Results showed that the online talk had short turn-taking and was dominated by reasoning and questioning. However, this type of online talk exposed students to a wider range of views and future learning opportunities. It also promoted the depth and breadth of their thinking and triggered internalisation of co-constructed ideas for individual production with a heightened sense of self-evaluative awareness. Based on these salient findings, the significance of learning via online talk is identified. It is also recommended that self-evaluation should be integrated in the learning process to facilitate students' interthinking.

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Formative Assessment in Hands-On STEM Education

Cited by 4 publications

References 28 publications

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

STEM approach and computer science impact the metaphorical thinking of Indonesian students’

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

The Paris Conference on Education 2023: Official Conference Proceedings

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