Integrated activities in STEM environment: Methodology and implementation practice

Abstract

Introduction Science, Technology, Engineering, and Mathematics (STEM) and STEAM (with A for Arts) have evolved to symbolize the renewal of science education. STEAM education offers a number of benefits, such as improved problem analysis and solving skills, as well as the development of creative abilities. Many researchers reiterate the importance of STEAM‐related activities and programs, especially the integration of maker education. Despite much interest in STEAM, it is often challenging for many educators to incorporate integrated activities into their teaching practice. This paper deals with the value of STEAM integration in a methodological sense, with a focus on the maker's laboratory and physical computing, as well as the application of design thinking and computational thinking approaches. Motivation and Objectives The goal of this study is to develop a comprehensive conceptual framework for integrated STEM curricula focusing on the following research questions: (a) how to improve daily activities of STEM education by combining the activities of different laboratories and using a design thinking approach? and (b) how to combine FabLab activities and physical computing related to teaching different aspects of computational thinking in the context of STEM? Research Methodology and Methods As a research methodology, we implement a mixed methods strategy to combine theoretical study and empirical research based on a synthesized literature survey and the process of iterative model development based on an observational case study. We conduct a detailed case study of two applications of integrated activities based on FabLab and physical computing integration, and illustrate how design thinking can guide teachers to open up for interdisciplinary, creative, and project‐based opportunities. Results and Findings The paper provides a conceptual framework for STEM integration activities and step‐by‐step guidelines on how design thinking methods could could interact in practice. The implications of the results may be useful for educators seeking recommendations for the integration process, which enable educators to design hands‐on activities and incorporate integrated aspect of students' STEAM learning into teaching practice. In conclusions, the authors suggest that as interdisciplinary crossroads, design thinking provides a natural bridge between subjects, and fits especially to integrate activities of the maker's labs and physical computing, focusing on the integration of computational thinking and computational making approaches within STEM education environment. The absence of a statistical evaluation, which is positioned as a further research step, may be mentioned as a limitation of the study.

A Systematic Literature Review of Design Thinking Application in STEM Integration

“…Based on Thibaut et al (2018), for the problem-focused category, it emphasis on engaging and motivating the use of real world problem. These include problem-based learning, project-based learning, problem-solving, and (Hébert & Jenson, 2020), (English, 2018), (Juškevičienė et al, 2020), (Léger et al, 2020), , (English et al, 2016) (Hébert & Jenson, 2020), (English, 2018), (Léger et al, 2020), , (English et al, 2016), (Hacioglu & Donmez Usta, 2020) Teamwork 1. Collaborative learning, 2.…”

“…Nevertheless, students displayed increased satisfaction with their redesigns, suggesting that they had targeted the weaknesses of their initial designs in redesigning to better meet their aims. (Juškevičienė et al, 2020) Researchers used two integrated activity applications based on FabLab integration and physical computing. FabLab is an example of a fabrication laboratory.…”

Computational literacy in science education–A systematic review

“…Few publications, such as those by Guncaga and Kopczynski (2019) and Juskeviciene et al (2021), attempt to cover both theoretical analyses like literature reviews and practical studies or examples equally.…”

On the Future of Computational Thinking Education: Moving beyond the Digital Agenda, a Discourse Analysis Perspective

“…As an example, the contemporary FabLab educational environment is an integral part of the Maker Movement [7][8][9], based and focused on developing a range of advanced competences, including a set of digital competences [10], coinciding with the directions and aims of the Education 4.0 agenda [11]. Considering this background, a natural link between CT education and the Maker Movement can be noted [12,13], thus arguing that the future of the former and the practice of its development can influence the practices and trends of the latter. At the same time, focusing only on the "computational" aspects of contemporary makers could result in a distorted picture of the future, as numerous social issues [14][15][16][17] are just as or even more important to consider and explore.…”