Student ways of thinking in STEM contexts: A focus on claim making and reasoning

Slavit, David; Grace, Elizabeth; Lesseig, Kristin

doi:10.1111/ssm.12501

Cited by 5 publications

(5 citation statements)

References 51 publications

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“…This qualitative study is part of a larger project investigating the nature of student thinking in integrated STEM contexts. The full corpus of data includes video of more than 20 STEM experiences in both formal and nonformal settings spanning grades pre-K to 12 [42,43]. To address our research questions, we focus here on four learning episodes, all of which occurred in nonformal settings.…”

Section: Methodsmentioning

confidence: 99%

Transdisciplinary STEM: Examples of Student Thinking within Nonformal Learning Experiences

2023

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Calls for more integrated approaches to STEM have reached every sector of education, including formal and nonformal spaces, from early childhood to tertiary levels. The goal of STEM education as an integrated effort shifts beyond acquiring knowledge in any one or combination of STEM disciplines and, instead, focuses on designing solutions to complex, contextual problems that transcend disciplinary boundaries. To realize this goal, we first need to understand what transdisciplinary STEM might actually look and sound like in action, particularly in regard to the nature of student thinking. This paper addresses that need by investigating student reasoning during nonformal STEM-focused learning experiences. We chose four learning episodes, all involving elementary students working on engineering design tasks, to highlight the various ways transdisciplinary thinking might arise or not. In our analysis, we highlight factors that may have supported or hindered the integration of mathematical, scientific, technological, and engineering ways of thinking. For example, the nature of the task, materials provided, and level of adult support influenced the nature of student reasoning. Based on our findings, we provide suggestions for how to promote transdisciplinary thinking in both formal and nonformal spaces.

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Section: Methodsmentioning

confidence: 99%

Transdisciplinary STEM: Examples of Student Thinking within Nonformal Learning Experiences

2023

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“…Limited attention, however, has been paid to how problem experiences can be developed that press beyond basic content knowledge (Anderson, 2014;Li, Schoenfeld et al, 2019), encompass the STEM disciplines, and develop important ways of thinking. In their recent article, Slavit et al (2021) argued that STEM education should be "grounded in our knowledge of how students think in STEM-focused learning environments" (p. 1), and that fostering twentyfirst-century skills is essential. Yet, as these authors highlighted, there is not much research on STEM ways of thinking, with even fewer theoretical perspectives and frameworks on which to draw.…”

Section: Stem-based Problem Solving: a Focus On Mathematicsmentioning

confidence: 99%

“…1), which addresses cognitive processes that facilitate learning, problem solving, decision-making, and interdisciplinary concept development (cf. Slavit et al, 2021). The framework comprises critical thinking (including critical mathematical modelling and philosophical inquiry), systems thinking, and design-based thinking.…”

Section: Introductionmentioning

confidence: 99%

“…These thinking skills have been chosen because of their potential to enhance STEM-based problem solving and interdisciplinary concept development (English et al, 2020;Park et al, 2018;Slavit et al, 2021). Highlighting these ways of thinking, however, is not denying the importance of other thinking skills such as creativity, which is incorporated within the adaptive and innovative thinking component of the proposed framework (Fig.…”

Section: Introductionmentioning

confidence: 99%

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Ways of thinking in STEM-based problem solving

English

2023

ZDM Mathematics Education

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This article proposes an interconnected framework, Ways of thinking in STEM-based Problem Solving, which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry, systems thinking, and design-based thinking, which collectively contribute to adaptive and innovative thinking. It is argued that the pinnacle of this framework is learning innovation, involving the generation of powerful disciplinary knowledge and thinking processes that can be applied to subsequent problem challenges. Consideration is first given to STEM-based problem solving with a focus on mathematics. Mathematical and STEM-based problems are viewed here as goal-directed, multifaceted experiences that (1) demand core, facilitative ways of thinking, (2) require the development of productive and adaptive ways to navigate complexity, (3) enable multiple approaches and practices, (4) recruit interdisciplinary solution processes, and (5) facilitate the growth of learning innovation. The nature, role, and contributions of each way of thinking in STEM-based problem solving and learning are then explored, with their interactions highlighted. Examples from classroom-based research are presented, together with teaching implications.

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“…Then the lecturer also plays an important role in determining the achievement of learning objectives and student academic progress (Barut Tugtekin & Dursun, 2022). The cumulative effect of the lecturer's effective teaching method has an impact on students' way of thinking (Slavit et al, 2021), including in understanding the concepts of temperature and heat in the Elementary Science Basic Concepts course. So that when teaching concepts is not effective, it is feared that the science concept that is formed in students' minds is not in accordance with the actual concept which causes misconceptions.…”

Section: Introductionmentioning

confidence: 99%

The Reflection of Didactical Design Research Learning as an Effort of Elementary School Teacher Education (Este) Lecturers’ Professional Development

Wardani,

Wulandari,

Farihah

2024

jcp

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The determining factors for the success of the learning process are students and the teacher/lecturer as the person most responsible for implementing the learning process. This study aimed to describe the process of learning reflection as the professional development of Elementary School Teacher Education (ESTE) lecturers based on Didactical Design Research (DDR) in learning the Elementary Science Basic Concepts course. The method used in this research is qualitative. The research design used is phenomenology. This research was conducted at the ESTE Study Program, one of the tertiary institutions in Cimahi City. The participants in this study were an ESTE lecturer. Data collection techniques used in this study were participant observation, interviews, and focus group discussions. The data analysis technique used was Interpretative Phenomenological Analysis (IPA). The results showed that there were several learning obstacles in the form of epistemological obstacles, which occurred due to students' lack of knowledge related to the concepts they were learning and caused students to experience misconceptions. Then a hypothetical learning trajectory is compiled as a series of learning paths that students go through to achieve more meaningful learning goals. The limitation in this study is that the analysis of each step in the DDR process has not been fully described, so that for further research each step can be clearly described to see a more real impact from the lecturer professional development process that has been implemented.

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Student ways of thinking in STEM contexts: A focus on claim making and reasoning

Cited by 5 publications

References 51 publications

Transdisciplinary STEM: Examples of Student Thinking within Nonformal Learning Experiences

Transdisciplinary STEM: Examples of Student Thinking within Nonformal Learning Experiences

Ways of thinking in STEM-based problem solving

The Reflection of Didactical Design Research Learning as an Effort of Elementary School Teacher Education (Este) Lecturers’ Professional Development

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