Technology-Enriched STEM Investigations of Place: Using Technology to Extend the Senses and Build Connections to and Between Places in Science Education

Hougham, R. Justin; Eitel, Karla Bradley; Miller, Brant G.

doi:10.5408/12-399.1

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…Place-based education is an educational philosophy and pedagogy that focuses on children engaging with local places and spaces to gain deeper understandings of and foster meaningful connections to their community and earthly environment (Somerville & Green, 2011). Place-based education emphasizes hands-on learning experiences and aims to improve local community vitality and quality of the natural environment (Hougham et al, 2015). Furthermore, it acknowledges that place is not simply a geographic location, but it is also entrenched within inseparable historical, political, and ethical contexts (Iorio et al, 2017).…”

Section: Place-based Educationmentioning

confidence: 99%

“…Interestingly, this use of technology could also be seen as a barrier to children"s sensory experiences with and in nature. Given this, it has been suggested that children should think of technologies used within nature as tools that extend, but not replace their senses (Hougham et al, 2015). It is also important to acknowledge that this research incorporated the views and experiences of children and did not solely rely on the researchers" or educators" perspectives and opinions.…”

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 99%

“…While it is acknowledged that children"s research inquiries can stem from their interests, and children can connect with nature through technology, the overarching motivation for the use of these technologies appears to be enhancing children"s learning experience of predetermined disciplinary learning expectations (e.g., science, technology, math) (Anderson et al, 2015;Hougham et al, 2015).…”

Section: Children's Utilization Of Digital Technology To Conduct Ecological Researchmentioning

confidence: 99%

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From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

Agam¹

2021

Preprint

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The benefits of children engaging with and in nature have been well documented in past research. However, many children today are increasingly engaging with digital technologies. Interestingly, technologies have been suggested for children to engage with and explore nature, though little research includes the ideas and insights of young children. To fill this gap in research, this study utilized a secondary data analysis approach. Data ascertained from an ongoing project that explores children‟s engagement in ecological curriculum and research was used to examine how children use technology to explore nearby nature. Prevalent themes of this study acknowledge that many children have experiences with digital technologies, digital technologies supported children in their ecological and nature based research, and digital technologies supported children‟s connections with nature. The results of this study have implications for how educators can incorporate technology into their pedagogy and for future researchers who may explore this nature-technology discourse.

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Section: Place-based Educationmentioning

confidence: 99%

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 99%

Section: Children's Utilization Of Digital Technology To Conduct Ecological Researchmentioning

confidence: 99%

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From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

Agam¹

2021

Preprint

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“…There is ample evidence that the academy setting can be an effective way to learn STEM. The CSI Academy (Kaye, 2011), Toledo Technology Academy (Dubin, 2014), "Orion Academy" (Morrison, 2015), AL@ (Hougham, 2015), and the Green Energy Academy (Schachter, 2012), just to name a few, all showed how students outperformed their counterparts in traditional schools and/or were better prepared for STEM related occupations than peers. The National Academy of Sciences has strongly recommended that specialty high schools be developed to enhance science and math, as these schools can, …foster leaders in science, technology, and mathematics.…”

mentioning

confidence: 99%

A Survey Of Best Practices And Key Learning Objectives For Successful Secondary School STEM Academy Settings

Kasza

Slater

2016

CIER

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Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, a) what are the best practices of STEM Academies, and b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management.

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“…Because most students will likely never come into contact with the Arctic and similar locations, they may not feel as strong a connection to material as they would to curriculum based in their own region. While researchers do point out that the adventure learning model could be implemented in local contexts through an extension of the curriculum, termed "AL@" (Hougham, Eitel, & Miller, 2015), this places the onus of instruction back onto the teacher to construct and implement new curriculum. Adventure STEM education curricula may require more resources than adventure learning, but may prove to be just as engaging with greater possibility to make content relevant to learners.…”

Section: Adventure Learningmentioning

confidence: 99%

Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education

Morgan¹

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The purpose of this research paper was to examine the relationship between vocational relevancy and adventure STEM education in the context of a four-day adventure STEM camp. Middle school students participated in a variety of adventure activities designed to teach STEM concepts. Using a concurrent triangulation mixed methods design, 246 students completed preand post-surveys that assessed changes in attitudes related to STEM interest, career interest, STEM career knowledge, STEM identity, STEM self-efficacy, and STEM value. Fourteen students and eight teachers participated in semi-structured interviews to further examine the role of vocational relevancy in curricula. Overall, results indicate some support for increased positive STEM attitudes as a result of attending camp, with positive results across multiple data points for STEM self-efficacy (surveys, student interview, teacher interview). STEM interest received support in teacher interviews, STEM career interest in surveys and student interviews, and STEM career knowledge in surveys. STEM values showed conflicting results. Emergent interview data also indicated the possibility of an increase in students' social and interpersonal skills. Though further research in this area is needed, findings support a link between vocational relevancy and adventure STEM education. Future potential research avenues are also discussed.iii DedicationMi deciĉas ĉi tiun laboron al mia edzo, Kevin. Vi estas mia gvida stelo kaj la lumo de mia vivo.I would like to acknowledge everyone who helped make my postdoctoral journey possible. Thank you to my family for the love and support along the way. In particular, thank you to my Mom who helped me find my wings and has never faltered in the belief that I can do anything. Your belief and encouragement made me who I am today.

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Technology-Enriched STEM Investigations of Place: Using Technology to Extend the Senses and Build Connections to and Between Places in Science Education

Cited by 9 publications

References 11 publications

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

A Survey Of Best Practices And Key Learning Objectives For Successful Secondary School STEM Academy Settings

Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education

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