Professional Development in Science Summer Schools: How Science Motivation and Technology Interest Link in with Innovative Educational Pathways

Marth, Michaela; Bogner, Franz X.; Sotiriou, Sofoklis

doi:10.26803/ijlter.17.5.4

Cited by 3 publications

(3 citation statements)

References 44 publications

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“…To improve applicability, we have chosen the four best-loading items of each subscale. The strong factor structure of the total toolset allows for this reduction in the item count, which has been confirmed in many studies [45][46][47].…”

Section: Methodsmentioning

confidence: 61%

Full STEAM Ahead with Creativity

Conradty¹,

Sotiriou²,

Bogner³

2023

Pedagogy, Learning, and Creativity

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The integration of arts in science education (STEAM) aims to provide innovative activities to reach deeper learning levels and generally promote student engagement in (science) education. The European Horizon 2020 project CREATIONS with 16 partner institutions addresses this challenge with more than 100 initiatives over three years. All initiatives followed our STEAM guidelines based on the fundamental principles of responsible research and innovation (RRI). The positive effects of STEAM on cognition and motivation were evident in all initiatives with a sufficient empirical database. Besides the intention to integrate creativity, our study focused on flow that is experience of total immersion and exhilarating absorption in an activity that is experienced as effortlessly mastered. The productivity resulting from the self-rewarding creative rush makes flow particularly interesting. This chapter contributes to the open question of how flow is triggered with an exemplary meta-analysis of motivation and creativity scores of ten interventions ranging from complex projects at CERN to art-centred, play-based, laboratory-oriented projects or almost classical school initiatives. The regression analysis decoded self-efficacy as the crucial factor enabling the flow experience—which was demonstrated in this study for the first time, moreover, in a variety of age groups in the context of classroom activities.

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Section: Methodsmentioning

confidence: 61%

Full STEAM Ahead with Creativity

Conradty¹,

Sotiriou²,

Bogner³

2023

Pedagogy, Learning, and Creativity

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“…These authors suggested that this may be due to the learning advantages of hands-on activities related to the multi-sensorial stimuli and the sense of accomplishment. Even more, Marth and Bogner [25] followed sixth-grade participants for one school year, describing a consistency of knowledge levels after six weeks; thus, the six-week level is a good indication of long-term learning.…”

Section: Knowledge Changesmentioning

confidence: 99%

“…In fact, studies of half-day and one-day interventions have shown long-term effectiveness, suggesting that a lengthy intervention is not always necessary for effective knowledge acquisition [23][24][25]. Especially with hands-on or cooperative focus, interventions consistently demonstrate significant positive effects on knowledge increase.…”

Section: Introductionmentioning

confidence: 99%

Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes

Fleissner-Martin,

Bogner,

Paul

2023

Forests

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The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: n = 74; digital: n = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (Rel = 0.72). Both interventions significantly increased knowledge (analog and digital: p < 0.001; Cohen’s d: danalog = 0.59, ddigital = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: p = 0.619; digital: p = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options.

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Learning How to Flow: Paving the Way for Lifelong Learning

Conradty,

X. Bogner

2024

Education and Human Development

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Classrooms set the seeds for lifelong learning. When students resist active participation in the classroom, this important channel is flagging and raising questions: Why do both students and teachers experience high levels of stress at school? How can we cultivate a self-motivated lifestyle and experience the exhilarating immersion of creative flow? Sixty years of extensive research highlighted the significance of motivation, particularly in cognitive performance. However, a systemic challenge persists: conventional teaching often is perceived as a passive destiny without an active learning experience. We therefore introduced our Starwalker initiative in order to shift conventional teaching into reflective and motivating schemes. This chapter delves into the convergence of emotional intelligence (EI) within a teacher’s professional development initiative by exploring variables such as flow, emotional intelligence, and self-efficacy. It illuminates the pivotal role of EI in enhancing student motivation and well-being. While addressing the issues of high dropout rates and disruptive behaviour, a transformative teaching style was favoured, grounded in an open-minded coaching mindset. A supportive and conducive learning environment was promoted by fostering personal experiences and recognising skills rooted in emotional intelligence. Besides highlighting the significance of comprehensive teacher training, it was supposed to cultivate a teacher habit that nurtures students’ EI, self-efficacy, and overall well-being.

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Professional Development in Science Summer Schools: How Science Motivation and Technology Interest Link in with Innovative Educational Pathways

Cited by 3 publications

References 44 publications

Full STEAM Ahead with Creativity

Full STEAM Ahead with Creativity

Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes

Learning How to Flow: Paving the Way for Lifelong Learning

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