Run! Spot. Run!: vocabulary development and the evolution of STEM disciplinary language for secondary teachers

Barroso, Luciana R.; Biçer, Ali; Capraro, Mary Margaret; Capraro, Robert M.; Foran, Alexandra L.; Grant, Melva R.; Lincoln, Yvonna S.; Nite, Sandra B.; Oner, Ayse Tugba; Rice, Devyn

doi:10.1007/s11858-016-0826-4

Cited by 8 publications

(4 citation statements)

References 15 publications

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“…For instance, 21st century skills considered to be gained by STEM can be associate with mathematics, spatial, nature or social intelligence domains. However, the literature is quite limited on this manner (Barroso et al, 2017). On the other hand, a lot of research appear to examine the relationship between intelligence domains and different variables (Çinkılıç and Soyer, 2013), emphasize the positive relationship between PbL and multiple intelligence domains (Baş & Beyhan, 2010) and identify the effects of multiple intelligence-based practices on some learning outcomes (Bümen, 2002;Işık, 2007;Saban, 2011).…”

Section: öNeri̇lermentioning

confidence: 99%

STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü

Çevik¹,

Azkın²

2020

MJER

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Bu araştırmanın amacı Proje Tabanlı Öğretime Dayanan STEM (STEM PTÖ) yaklaşımının ortaokul öğrencilerinin STEM anlayışları ile görselleştirmelerinde öne çıkan zeka alanlarıyla ilişkisine etkisini incelemektir. Bu kapsamda STEM PTÖ yaklaşımıyla öğrencilerin akademik başarılarına etkisi tespit edilmiş bu etki ile öne çıkan zeka alanları arasındaki korelasyon ortaya konulmuştur. Araştırma karma modellerden biri olan açımlayıcı desene göre tasarlanmıştır. Araştırmanın nicel boyutunda ön test son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise durum çalışması deseni gerçekleştirilmiştir. Araştırmaya 58 öğrenci katılmıştır. Uygulama 5. Sınıf fen bilimleri dersinde 12 hafta boyunca yürütülmüştür. Deney grubu 30 ve kontrol grubu 28 kişiden oluşmuştur. Araştırmanın sonunda STEM PTÖ yaklaşımının öğrencilerin akademik başarılarında yüksek düzeyde son test lehine bir etkiye sahip olduğu tespit edilmiştir. Ve bu başarı ile öğrencilerin zeka alanları arasındaki korelasyon ortaya konulmuştur. Uygulama sonrasında deney grubu öğrencileriyle yapılan görüşmelerde öğrencilerin daha çok mühendislik ve tasarım, fen, eğlence/oyun, matematik, teknolojik aletler ve duygu kavramlarını merkeze aldıkları çizimler ile STEM'i anlatmaya çalışmışlardır. Bu temalar ile öne çıkan zeka alanları arasındaki ilişkiye de bakılarak bir bağıntı ortaya ortaya konmuştur.

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Section: öNeri̇lermentioning

confidence: 99%

STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü

Çevik¹,

Azkın²

2020

MJER

View full text Add to dashboard Cite

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“…To edify this notion, intensive research conducted by Knuth and Peressini suggest students engaging in mathematical language increases their mathematical understanding [16]. Little is known regarding teachers' or even students' development of STEM-specific language across the individual content areas [17] (p. 188). For instance, very few measures exist to solely measure vocabulary understanding in mathematics and other STEM content areas [18].…”

Section: Vocabulary Development and Stem Achievementmentioning

confidence: 99%

Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

Young

Cason

et al. 2018

Education Sciences

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This article argues that the development of rap song lyrics or lyrical concept mapping can be a viable pedagogical alternative to the development of concept maps as a means to reinforce STEM vocabulary. Hip-hop pedagogy is a culturally responsive pedagogy that leverages the funds of knowledge acquired from hip-hop culture. Unfortunately, many students with strong hip-hop cultural identities may lack equally strong mathematics identities. Given the success of hip-hop pedagogies within the science content area, we posit that hip-hop pedagogies are appropriate in other STEM content areas such as mathematics. Concept mapping is an instructional tool that has been empirically validated as an effective means to develop strong conceptualizations of mathematics content. While hip-hop pedagogy is well established in the science content area, it remains underdeveloped within mathematics education. We argue that the lyrical structure of a rap song is fundamentally similar to the structure of a concept map. This article provides a framework to support lyrical concept mapping as a culturally responsive instructional tool that can be used as an alternative to traditional concept mapping. Special attention is placed on the use of hip-hop pedagogy to affirm and empower dually marginalized students.

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“…Teacher professional development (PD) and technical assistance are required for proper use of 3-D printing technology in the classroom. Using 3-D printers prepares students for a future in which comparable technologies will become more prevalent, emphasizing the importance of 3-D printing in STEM education, and implying higher use in the near future (Barroso et al, 2017). The relationship between STEM and mathematics were determined.…”

Section: Introductionmentioning

confidence: 99%

Creative methods in STEM for secondary school students: Systematic literature review

et al. 2023

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Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.

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Run! Spot. Run!: vocabulary development and the evolution of STEM disciplinary language for secondary teachers

Cited by 8 publications

References 15 publications

STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü

STEM Anlayışının ve Görselleştirilmesinin Zeka Alanlarıyla İlişkisinde Proje Tabanlı Öğretime Dayanan STEM Yaklaşımının (STEM PTÖ) Rolü

Concept Raps versus Concept Maps: A Culturally Responsive Approach to STEM Vocabulary Development

Creative methods in STEM for secondary school students: Systematic literature review

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