Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST

Connors-Kellgren, Alice; Parker, Caroline E.; Blustein, David L.; Barnett, Mike

doi:10.1007/s10956-016-9658-9

Cited by 28 publications

(25 citation statements)

References 9 publications

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“…Benefits related to the acquisition of specific competencies: As this study explores STEAM Education, it is normal to find studies related to the competencies commonly associated with STEAM Education, such as computational thinking, problem‐solving, critical thinking, programming, computing and design skills, interdisciplinary skills, computers science autonomy, autonomous learning, negotiating skills, and social abilities. Some examples of this type of papers are References [14,16,20,22,30,31,42,57,58,63,64,66,70,84,92,96,97,102]…”

Section: Research Outcomes and Discussionmentioning

confidence: 99%

“…• Benefits related to the acquisition of specific competencies: As this study explores STEAM Education, it is normal to find studies related to the competencies commonly associated with STEAM Education, such as computational thinking, problem-solving, critical thinking, programming, computing and design skills, interdisciplinary skills, computers science autonomy, autonomous learning, negotiating skills, and social abilities. Some examples of this type of papers are References [14,16,20,22,30,31,42,57,58,63,64,66,70,84,92,96,97,102] • Benefits related to access to new contexts: One of the most relevant benefits of the changes in technology and methodology in STEAM Education is the possibility of carrying out activities in contexts, which previously were really complex. As commented above, the reduction in the price of robotics and physical devices has facilitated the application of such technology in preuniversity education, with different advantages related to an early acquisition of STEAM-related competencies [2,50], examples of papers that describe this as one of the main goals are References [12,42,58,79,81,103].…”

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

“…Distribution of selected studies for MQ2, MQ3, MQ4, and MQ5 ,24,31,35-37,48,49,52,56-58,61,63,70,73,76,78,81,84,86,87,93,97,103,109,112] Physical devices [10,14,21,38,42,44,51,65,74,90,92,96,102,107] Both [11,20,22,26,30,64,66,79,85,104,105,111] Section C-Methodology PBL[11,14,42,48,51,52,57,76,79,92,93,105,107,112] PrBL[10,11,22,24,30,31,35,36,38,44,56,58,61,64,65,73,74,78,81,84,85,87,90,102,103,107,109,111,112] 29…”

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confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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Nowadays, companies are demanding better‐prepared professionals to succeed in a digital society, and the acquisition of Science, Technology, Engineering, Arts, and Mathematics (STEAM)‐related competencies is a key issue. One of the main problems in this sense is how to integrate STEAM into the current educational curricula. This is not something related to a subject or educational trend but rather to new methodological approaches that can engage students. In this sense, such active methodologies that apply mechatronics and robotics could be an interesting path to pursue. Given this context, the first necessary task in evaluating the potential of this approach is to understand the landscape of the application of robotics and mechatronics in STEAM Education and how active methodologies are applied in this sense. To carry out this analysis in a systematic and replicable manner, it is necessary to follow a methodology. In this case, the researchers employ a systematic mapping review. This paper presents this process and its main findings. Fifty‐four studies have been selected out of 242 total studies analyzed. From these, beyond obtaining a clear vision of the STEAM landscape regarding project topics, we can also conclude that robotics and physical devices have been applied successfully with collaborative methodologies in STEAM Education. Regarding conclusions, this paper shows that robotics and mechatronics applied with active methodologies is to be a good means to engage students in STEAM disciplines and thus aid the acquisition of what is commonly known as “21st‐century skills.”

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Section: Research Outcomes and Discussionmentioning

confidence: 99%

Section: F I G U R E 5 Distribution Of Authors By Country Of Originmentioning

confidence: 99%

mentioning

confidence: 99%

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Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Conde-González

Rodríguez‐Sedano

Fernández‐Llamas

et al. 2020

Comp Applic In Engineering

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“…Examinando rapidamente a ocorrência de artigos, é possível perceber que a educação tradicional das periferias urbanas é recorrente entre os pesquisadores. Soares et al, 2001;Bodzin, & Fu, 2013, Bodzin et al, 2014Chen et al, 2014;Duran et al, 2014;Price, Lee, & Malatesta, 2014;Wallace et al, 2014;Varelas et al, 2014;Berland, & Wilensky, 2015;Harris et al, 2015;Wenner, & Settlage, 2015;Beckett et al, 2016;Bressler, 2016;Whitesell, 2016;Wyner, & Doherty, 2017;Paprzycki et al, 2017 metodologia eficiente Dika, & Amico, 2016;Ramnarain, 2016 avaliação Paleari, & Biz, 2010;de Carvalho, 2016;Lowan-Trudeau, 2016multiculturalismo Parker, 2014Kwah et al, 2014gênero González-Howard, & McNeill, 2016Swanson et al, 2014;Ganhor, 2019linguagem Mclaughlin, 2014Kane, 2016;Archer et al, 2016;Chapman, & Feldman, 2016;Deneroff, 2016;Guerra, & Rezende, 2016;Walls, 2016 identidade científica Aschbacher, Ing, & Tsai, 2014;Eisenhart et al, 2015;Zhang et al, 2016;Carpi et al, 2016;Connors-Kell...…”

Section: Resultados E Implicações Apresentados Na Literaturaunclassified

Sistemas de Classificação Intuitiva como Possibilidade para o Ensino de Diversidade Animal no Contexto da Educação do Campo

Sousa

Freixo

2020

RBPEC

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O presente artigo apresenta e avalia uma possibilidade para o ensino sobre diversidade animal a partir de uma investigação sobre as classificações intuitivas de estudantes de uma escola de ensino fundamental no contexto do campo. A pesquisa aconteceu em uma Escola Família Agrícola no Semiárido da Bahia, por meio de oficinas das quais participaram 44 estudantes das turmas de 7º e 9º anos do ensino fundamental, no ano de 2017. Pautada nos aspectos metodológicos da pesquisa-ação, os encontros ocorreram em três momentos distintos, nos quais realizou-se um levantamento dos conhecimentos etnobiológicos dos estudantes sobre a fauna, por meio de desenhos e descrições. Os estudantes realizaram classificações intuitivas com os animais citados e, por fim, abriu-se espaço para um possível diálogo de saberes, estimulando os estudantes a perceber semelhanças ou diferenças entre os modos de agrupar os animais, sejam suas classificações intuitivas, seja a classificação filogenética. Os dados obtidos passaram por análise de conteúdo. Os resultados apontam que algumas das categorias utilizadas pelos estudantes para agrupar os animais, como “animais da caatinga”, “animais nojentos”, “animais de produção”, expressam o valor simbólico e cultural que os estudantes apresentam sobre animais que pertencem ou não ao seu ambiente e convívio. A abordagem utilizada na presente pesquisa mostra grande potencial enquanto estratégia que permite a criação de um espaço em que os estudantes possam interagir e participar, promovendo o diálogo entre professor/aluno/conteúdo.

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“…These disciplines have been designated as high priority educational areas by the National Education Agency and other federal agencies (Goan & Cunningham, 2006). Increased need for STEM professionals is driven by factors such as real and immediate economic and societal needs (Connors-Kellgren, Parker, Blustein, & Barnett, 2016): retirement of baby boomers, projected STEM job opportunities (Mau, Perkins, & Mau, 2016), national and strategic significance, the need for a homegrown STEM workforce, and the equity and value of a diverse workforce (Connors-Kellgren, et al, 2016). Work in the STEM fields drives innovation and has an immense impact on competitiveness, economic growth, and the overall standard of living (U.S. Economics and Statistics Administration, 2017).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Student STEM Career Choices: Gender Differences

Tyler‐Wood¹,

Johnson²,

Cockerham³

2018

J-STEM

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This study examined factors that influence middle school students’ dispositions towards science, technology, engineering, and math (STEM) careers. Interest and ability in STEM subject areas were compared by gender, based on 182 middle school students’ responses to four different test instruments. While findings from t-tests indicated significant differences between males and females on mathematics interest scores, no significant differences were found in science, technology, engineering, or STEM career interest. Stepwise multiple regression showed that STEM variables explained 47% of the variance in boys pursuing a STEM career and 36% of the variance in girls. The findings of this study underscore the challenges that still exist in achieving equal gender representation in the STEM workforce, and suggest that adopting a constructivist learning approach may provide a foundation for girls to develop a more positive approach toward science, boost STEM awareness and interest, and increase STEM success.

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Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST

Cited by 28 publications

References 9 publications

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Fostering STEAM through challenge‐based learning, robotics, and physical devices: A systematic mapping literature review

Sistemas de Classificação Intuitiva como Possibilidade para o Ensino de Diversidade Animal no Contexto da Educação do Campo

Factors Influencing Student STEM Career Choices: Gender Differences

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