Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for STEM Programs

Blessinger, Patrick; Carfora, John M.

doi:10.1108/s2055-364120150000004001

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…In the eighth week, inquiry-based learning was adopted to facilitate STEM education (Crippen & Archambault, 2012;Schmidt & Kelter, 2017) by developing students' deep discipline-based thinking (Blessinger & Carfora, 2015) and encouraging students to perceive STEM as a multidisciplinary approach that can be applied to critical issues in the real world (Crippen & Archambault, 2012) by proposing explanations based on the evidence derived from their work (National Research Council, 1996). The preservice teachers played the role of the students, and the instructors demonstrated teaching strategies.…”

Section: Stem Methods Coursementioning

confidence: 99%

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

Pimthong

Williams

2021

EURASIA J Math Sci Tech Ed

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A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other documentation were reviewed. A framework and guiding principles for primary-level STEM education were developed to identify key elements, including STEM focus/essence, student-centered, curriculum, learning environment, and assessment. A 15-week STEM methods course was planned to model good practices for teaching integrated STEM and to let preservice teachers confront real-world issues and problems that arise in STEM instruction and then design their own STEM lessons or activities for teaching. The result of implementing the STEM methods course was examined through preand post-surveys which showed the influence of the methods course in promoting preservice teachers' STEM understanding.

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Section: Stem Methods Coursementioning

confidence: 99%

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

Pimthong

Williams

2021

EURASIA J Math Sci Tech Ed

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“…Tambahan itu, cadangan daripada penyelidikan terdahulu turut menjelaskan bahawa, penyediaan aktviti PdP yang aktif seperti penyiasatan saintifik (Kelley & Knowles 2016;Milliken & Adams 2010), inkuri (Blessinger & Carfora 2015) dan interaksi secara kolaboratif (Schroeder et al 2007) Walaupun nilai menghargai alam dan sumbangan S&T tidak menunjukkan kesan yang signifikan antara kumpulan namun begitu nilai ini tetap menunjukkan peningkatan skor min yang lebih tinggi bagi kumpulan yang menggunakan modul Tauhidik STEM Kids (berdasarkan peningkatan skor min praujian kepada pascaujian). Hal ini mungkin kerana penerapan elemen nilai murni yang dilaksanakan banyak melibatkan murid untuk berinteraksi dengan alam serta menghasilkan produk yang dapat memberikan sumbangan kepada masyarakat khususnya semasa aktiviti menyelesaikan masalah melalui proses reka bentuk kejuruteraan.…”

Section: Perbincanganunclassified

Penerapan Nilai Murni Melalui Interaksi T-A-M dan Kitaran Pengajaran 5E dalam Modul Tauhidik STEM Kids (Inculcation of Noble Values through T-A-M Interaction and 5E Teaching Cycle in Tauhidik STEM Kids Module)

2019

JPEN

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Kajian ini bermatlamat untuk mengenal pasti penerapan nilai murni dalam pengajaran dan pembelajaran (PdP) sains menggunakan modul Tauhidik STEM Kids yang disesuaikan dengan model pengajaran 5E beserta interaksi Tuhan (T), Alam (A) dan Manusia (M). Modul ini diuji keberkesanannya terhadap domain nilai murni iaitu bersyukur, bekerjasama, berfikiran rasional, menghargai alam dan sumbangan sains & teknologi dan keadilan. Sejumlah 116 orang murid Tahun Lima dari dua buah sekolah kebangsaan di Negeri Selangor dipilih sebagai responden kajian. Sebuah sekolah dikategori sebagai kumpulan kawalan (n=57) iaitu menggunakan pendekatan pengajaran inkuiri secara konvensional dan sebuah lagi dikategorikan sebagai kumpulan rawatan (n=59) iaitu menggunakan modul Tauhidik STEM Kids. Analisis dapatan soal selidik penerapan nilai menggunakan MANOVA pengukuran berulang menunjukkan tidak terdapat perbezaan yang signifikan nilai murni bagi kesan interaksi antara masa ujian dengan kumpulan. Namun terdapat perbezaan yang signifikan praujian ke pascaujian jika tidak melibatkan kumpulan bagi nilai berfikiran rasional, bekerjasama dan menghargai alam dan sumbangan sains & teknologi. Walaupun tiada kesan nilai murni yang signifikan mengikut kumpulan namun ia membuktikan pendekatan pengintegrasian pendidikan STEM serta penerapan nilai murni yang sistematik boleh dilaksanakan dalam PdP formal sekolah rendah serta dapat dijadikan sebagai sumber pengajaran oleh guru.

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Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

Milaturrahmah¹,

Mardiyana²,

Pramudya³

2017

AIP Conference Proceedings

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Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for STEM Programs

Cited by 4 publications

References 22 publications

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

Penerapan Nilai Murni Melalui Interaksi T-A-M dan Kitaran Pengajaran 5E dalam Modul Tauhidik STEM Kids (Inculcation of Noble Values through T-A-M Interaction and 5E Teaching Cycle in Tauhidik STEM Kids Module)

Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

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