Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course

Chen, Di; Hwang, Gwo‐Jen; Chang, Shao‐Chen; Wang, Shengyuan

doi:10.1007/s11423-021-10062-z

Cited by 27 publications

(29 citation statements)

References 78 publications

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“…However, there was a higher assessment in the experimental group over the control group. Therefore, these results support previous studies [ 2 , 33 , 36 , 66 ] where STEAM-EDU facilitates communication in schools, respecting the ideas of others, listening and respecting turn taking. In addition, these skills allow socially appropriate behavior among the peers of the students in their lives and develop oral expression and comprehension, contributing to linguistic competence, supporting the lines with the research of Refs [ 24 , 25 ] from the makerspaces and Classroom of the Future, as also pointed out by previous studies by Refs [ 58 , 59 ].…”

Section: Discussionsupporting

confidence: 91%

“…The data from the pre-test study showed different results in the control and experimental groups. We agree with Refs [ 21 , 22 , 23 , 33 , 34 , 40 , 41 ] that TRANS_THINK had a better statistical evaluation in this study among the students of the experimental group that used STEAM and computational thinking as a discipline that allows them to solve and approach a problem, not necessarily math, and work cooperatively in person. This fact confirms that discussing how to approach a task, activity or problem and co-creating projects across multiple disciplines contribute to the development of transversal and critical thinking.…”

Section: Discussionsupporting

confidence: 89%

“…Other STEAM-EDU-related disciplines within the scientific literature are peer interaction and problem solving, in which STEAM-EDU has a dominant influence [ 30 ]. In this sense, social development and project or team work enable real-world learning through inquiry, collaboration and positive communication in the classroom [ 31 , 32 , 33 , 34 ]. Critical thinking plays an important role in this process [ 31 , 35 ], which allows students to interact and self-assess using digital technology.…”

Section: Introductionmentioning

confidence: 99%

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Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

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The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

View full text Add to dashboard Cite

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“…STEM is more than the sum of its separate field parts. It comprises a meta-discipline that merges the aforementioned subjects into cross-disciplinary curricula to confront authentic, complex, and practical challenges [11]. This problem-centric approach can enhance students' higher-order cognitive skills (e.g., analytical and critical thinking), as well as transversal soft skills such as creativity, ingenuity, communication, and collaboration [12,13].…”

Section: Stem Educationmentioning

confidence: 99%

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Mystakidis

Christopoulos

2022

Information

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Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the transformations caused by the fourth industrial revolution, spearheaded by the convergence of multiple exponential technologies. Teachers’ attitude is a critical success factor for any technology-enhanced learning innovation. This study explored in-service teachers’ views on the use of a digital educational escape room in virtual reality. Forty-one (n = 41) K-12 educators participated in a mixed research study involving a validated survey questionnaire instrument and an online debriefing session in the context of a teacher training program. The key findings revealed that such alternative instructional solutions can potentially enhance the cognitive benefits and learning outcomes, but further highlighted the shortcomings that instructional designers should consider while integrating them in contexts different than the intended. In line with this effort, more systematic professional development actions are recommended to encourage the development of additional teacher-led interventions.

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“…With the development and popularity of mobile devices, peer assessment has been implemented in several previous studies in mobile technology-supported learning contexts (Chang et al, 2021; Hsu et al, 2020; Liu & Lee, 2013; Wanner & Palmer, 2018). For example, Hsu et al (2020) applied a peer assessment-based mobile learning approach in a vocational design certification course and found that peer assessment improved students’ learning performance and increased the intrinsic motivation of those with an active learning style.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students’ Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning

Zhang

Hwang

2022

Journal of Educational Computing Research

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Project-based learning (PBL) aims to foster students’ problem-solving ability and collaboration by engaging them in completing a project in teams. Researchers have indicated the importance of guiding students to make comparisons and reflection during the process of project-based learning. Therefore, the present research proposed a peer assessment-based PBL (PA-PBL) approach to boost students’ PBL performances. To assess the effectiveness of the proposed approach, a quasi-experiment was conducted for 3 weeks. A total of 110 secondary students were divided into an experimental group learning with the PA-PBL approach and a control group learning with the conventional PBL (C-PBL) approach. The students’ problem-solving tendency, learning achievement, and collaboration tendency were evaluated. The experimental results indicated that the PA-PBL approach improved the students’ learning achievement, especially for those students with higher problem-solving tendency. In terms of collaboration tendency, it was found that the PA-PBL approach benefited the lower problem-solving tendency students more than the C-PBL approach, while there was no difference between the higher problem-solving tendency students in the two groups. The experimental results also indicated that the PA-PBL approach could better enhance students’ problem-solving tendencies than the C-PBL approach.

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Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course

Cited by 27 publications

References 78 publications

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education

Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students’ Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning

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