Models and modelling for authentic STEM education: reinforcing the argument

Hällström, Jonas; Schönborn, Konrad J.

doi:10.1186/s40594-019-0178-z

Cited by 89 publications

(72 citation statements)

References 45 publications

(67 reference statements)

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“…Integrated STEM pedagogy Hallström and Schönborn (2019) conducted a comprehensive literature review to discuss that models and modeling could be used to foster an integrated and authentic STEM education. Here models refer to concrete visual artifacts that can represent conceptual ideas, for example, construction of prototype in engineering design.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Boundary crossing pedagogy in STEM education

Leung

2020

IJ STEM Ed

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This commentary aims to discuss an overarching boundary crossing framework under which integrated STEM (Science, Technology, Engineering, Mathematics) pedagogy can be conceptualized. Four potential learning dialogical processes for boundary crossing are presented and used as the main theoretical construct for the discussion. A proposal of an interactive pedagogical framework is put forward accompanied by a provisional statement to relate the connective factors that are critical in the formation of a boundary crossing STEM pedagogy. These factors are situated learning, communities of practices, problem solving, learning dialogical processes, and boundary objects. A Hong Kong school STEM case is employed to illustrate the applicability of this framework. The commentary ends with a reflective remark on boundary crossing STEM pedagogy.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Boundary crossing pedagogy in STEM education

Leung

2020

IJ STEM Ed

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“…The STEM subject areas represent different types of knowledge (Hallström and Schönborn, 2019). Science studies nature so as to determine laws, Technology and Engineering solve problems with technological solutions and Mathematics assists the other subject areas by formulating functions that may be used for analysis.…”

Section: Models and Modelling In The Stem Disciplinesmentioning

confidence: 99%

“…There are connections between technology, engineering, science and mathematics, but when looking at concepts used in all four areas, there are also important differences. Indeed, models and modelling are used in all four subjects, and can be seen as a bridge between the STEM subjects (Hallström and Schönborn 2019). However, the different uses of models and modelling could also be employed to position the different subjects.…”

Section: Introductionmentioning

confidence: 99%

Technology teacher’s perceptions of model functions in technology education

Citrohn

Svensson

2020

Int J Technol Des Educ

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In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627–653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts: Design process and Explain and facilitate understanding of technological solutions. Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.

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“…For engineering and mathematical educations an important area is STEM technology training [2][3][4][5][6]. The problem of the parameters of a closed chain (with and without load) thrown over a horizontal cylinder, showing the application of the STEM technology in education [7][8][9][10], is considered.…”

Section: Introductionmentioning

confidence: 99%

STEM-Technology Example of the Computational Problem of a Chain on a Cylinder

Ochkov¹,

Orlov²,

Barochkin³

et al. 2020

IJACSA

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An application of the STEM technology to the computational problem of the parameters of a closed chain (with and without load) thrown over a horizontal cylinder is considered. The numerical solution is found and its graphical interpretation is made by compiling a system of transcendental equations, as well as carrying out numerical optimization with constraints. The approximating analytical dependence is determined using the fitting functions. In the process of solving a number of concepts from mathematics, physics, computer science are examined. Some possibilities of using specialized mathematical packages (in particular, Mathcad) and of working on online platforms are shown. Additional problems options for using STEM technology are presented.

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Models and modelling for authentic STEM education: reinforcing the argument

Cited by 89 publications

References 45 publications

Boundary crossing pedagogy in STEM education

Boundary crossing pedagogy in STEM education

Technology teacher’s perceptions of model functions in technology education

STEM-Technology Example of the Computational Problem of a Chain on a Cylinder

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