Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory.

Thoma, Ralia; Farassopoulos, Nektarios; Lousta, Christina

doi:10.1016/j.tate.2023.104210

Cited by 8 publications

(12 citation statements)

References 37 publications

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“…Meier et al [8] discussed the instructional barrier matrix to identify diverse learners and then apply UDL on it to engage students in an effective learning environment. Thoma et al [10] studied the multifaceted advantages of learning and teaching through application of UDL for STEAM teaching of early-stage students with diverse learning needs. This includes learners' active participation, self-reflection on their learning, teachers' professional development and many other benefits of UDL application.…”

Section: Literature Surveymentioning

confidence: 99%

Collaborative Learning of Macroeconomics Through the Lens of Universal Design for Learning (UDL)

Ganguli

2024

Int. J. Adv. Corp. Learn.

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The paper shows that implementation of Universal Design for Learning (UDL) for collaborative learning through teams in a Macroeconomics course can help to transform students’ educational experience to become lifelong learners. The UDL uses a portfolio of assessments in the course and team presentation happens to be one of them. In this paper students form teams through self-selection exercise and work in teams throughout the semester to produce and present research outcomes of analyzing macroeconomic policy in a globally connected world. The presentation requires students to apply their learning of country specific macroeconomic issues on global policy decisions. This enables transforming classroom learning into an immersive experience for future career choices of students developing transferable skills in the process.

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Section: Literature Surveymentioning

confidence: 99%

Collaborative Learning of Macroeconomics Through the Lens of Universal Design for Learning (UDL)

Ganguli

2024

Int. J. Adv. Corp. Learn.

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“…Pengalaman belajar berbasis proyek dengan pendekatan STEAM mampu mengembangkan pemikiran kreatif dan kritis siswa [17]. Pemanfaatan STEAM dapat meningkatkan partisipasi, refleksi, dan profesional guru [18], [19]. Pembelajaran berbasis STEAM memiliki dampak signifikan dalam meningkatkan keterlibatan belajar, kognisi, kepercayaan diri, dan keterampilan berpikir inovatif anak-anak prasekolah [20].…”

Section: Pendahuluanunclassified

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Tarmini,

Safi'i,

Muljono

et al. 2024

bemas

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STEAM merupakan pendekatan pembelajaran yang mampu meningkatkan kompetensi siswa dalam berpikir kritis, kreatif dan inovatif. Namun demikian, belum semua guru memahami dan mampu mendeskripsikan prinsip dan langkah-langkah pembelajaran dengan Pendekatan STEAM. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan para guru dalam menyusun rencana pelaksanaan pembelajaran berbasis STEAM. Metode pelatihan yang digunakan melalui lokakarya yang mencakup dua hal, yaitu prinsip-prinsip dan langkah-langkah pembelajaran berbasis STEAM. Hasil pelatihan menunjukkan, bahwa terdapat peningkatan pemahaman guru dalam pembelajaran berbasis STEAM. Rata-rata pemahaman guru tentang prinsip-prinsip dan langkah-langkah pembelajaran berbasis STEAM sudah baik, yaitu sebesar 79,13 (baik). Rata-rata tingkat kepuasan dari para peserta pelatihan juga sangat tinggi, yaitu sebesar 82,35% (sangat puas). Para peserta merasa bahwa kegiatan pelatihan yang telah diikutinya sangat jelas dan memberikan kebermanfaatan untuk peningkatan kompetensi profesional guru

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“…The study focus found in the included articles was divided into three themes. The most prominent focus was on learner or teacher perceptions, which was the case in six of the included articles [67][68][69][70][71][72]. One article had a dual focus on both students' learning outcomes and the learning process [73].…”

Section: Study Focusmentioning

confidence: 99%

“…Stylianidou et al [67] investigated how the combination of alternative reality games and augmented reality facilitated students' participation and learning engagement, as well as how technology responded to students' diverse needs. Thoma et al [72], similar to Stylianidou et al [67], focused on students' diverse learning needs. The study focus of Thoma et al [72] was to introduce key competencies for lifelong learning through Science, Technology, Engineering, Arts, Mathematics (STEAM) education.…”

Section: Study Focusmentioning

confidence: 99%

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Ewe,

Galvin

2023

Education Sciences

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Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education.

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Teaching STEAM through universal design for learning in early years of primary education: Plugged-in and unplugged activities with emphasis on connectivism learning theory.

Cited by 8 publications

References 37 publications

Collaborative Learning of Macroeconomics Through the Lens of Universal Design for Learning (UDL)

Collaborative Learning of Macroeconomics Through the Lens of Universal Design for Learning (UDL)

Menyemai kreativitas dan inovasi guru dalam merancang pembelajaran berbasis steam

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

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