The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities&lt;p&gt;STEAM (STEM+Sanat)  etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi

Gülhan, Filiz; Şahin, Fatma

doi:10.14687/jhs.v15i3.5430

Cited by 19 publications

(4 citation statements)

References 9 publications

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“…This technology can then be developed by building or designing something (engineering) to produce something else, which, in turn, can then be communicated and understood (art) based on data calculations (mathematics) to find a solution to a problem (Holbrook et al, 2020;Jurado et al, 2020). Gülhan and Şahin (2018) argued that the practice of integrating art into STEM in elementary school children's education positively impacted the learning process through five learning phases: Engagement, Exploration, Explanation, Elaboration and Evaluation. These five elements are highlighted as key elements in the constructivist approach to enhancing learning outcomes (Bybee, 2019;Omotayo & Adeleke, 2017).…”

Section: Robotics In Stem Learningmentioning

confidence: 99%

Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching

Budiyanto¹,

Fenyvesi²,

Lathifah³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.</p>

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Section: Robotics In Stem Learningmentioning

confidence: 99%

Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching

Budiyanto¹,

Fenyvesi²,

Lathifah³

et al. 2022

EUROPEAN J ED RES

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“…However, the integration of the above TAM concepts and AI application functions in the education process has not been well examined (Gülhan & Şahin, 2018). Bloom (1956) proposed a taxonomy of learning domains that identified three domains of educational activities: the cognitive, affective, and psychomotor domains.…”

Section: Introductionmentioning

confidence: 99%

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Liu

Huang

2022

IJ STEM Ed

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Background This study proposes a learning cycle and a comprehensive research framework that integrates Bloom’s taxonomy: the cognitive domain (cognitive load), affective domain (attitude and motivation) and psychomotor domain (implementation of science, technology, engineering, arts, and math [STEAM] activities) to explore the relationship between these learning domains and learning intention. The proposed innovative mediated-moderation model includes second-order factors derived from the technology acceptance model (TAM) (perceived usefulness, perceived ease of use, and perceived enjoyment), the attention, relevance, confidence and satisfaction (ARCS) model, and cognitive load (mental load and mental effort) to explain the continuous learning intention of STEAM education. Results A teaching material was designed for the STEAM activity, and an empirical experiment was subsequently conducted. The empirical experiment of STEAM activities with our design teaching material (micro:bit with artificial intelligence-based concept) was conducted at a university and an elementary school; a total of 145 questionnaire survey data were collected after the activities. University student participants were 20–24 years old and the elementary school student participants were at the K5–K6 level. The results showed that perceived usability directly influenced learning intention and strengthened the relationship between learning attitudes and intention. The ARCS plays a critical moderating role that positively influenced perceived usability and strengthened its effects on learning attitudes. Regarding the mediating effects, cognitive load negatively influenced perceived usability. Conclusions The findings of this study revealed that critical factors affect students’ learning attitudes and intentions regarding STEAM education. The theoretical and educational implications of these findings were proposed to future instructors.

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“…STEM etkinliklerinin öğrencilerin STEM alanlarına yönelik mesleki eğilimlerinde artış sağladığını gösteren çalışmalar da mevcuttur (Baran, Baran, Karakoyun ve Maskan, 2021;Özçelik ve Akgündüz, 2018). Gülhan ve Şahin (2018)…”

Section: Introductionunclassified

Dmön Destekli̇ Stem Uygulamalarinin Stem’e Yöneli̇k Tutuma Etki̇si̇ Ve Öğrenci̇ Görüşleri̇

BERK

Gülcü

2022

CUED

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21. yüzyılda bireylerin sahip olması beklenen bilgi ve beceriler genelde STEM alanlarıyla ilişkilidir. Öğrencilerin STEM’e ve STEM mesleklerine yönelik olumlu tutum geliştirmeleri oldukça önemlidir. Bu nedenle, eğitim sistemleri bu bağlamda organize edilmeli ve öğrenciler erken yaşlardan itibaren STEM alanlarına yönelik farkındalık kazanmalıdır. Bu doğrultuda, çalışmada gerçek yaşam problemleri bağlamında geliştirilen, dinamik matematik öğrenme nesneleri (DMÖN) destekli STEM uygulamalarıyla yürütülen matematik derslerinin öğrencilerin STEM’e yönelik tutumlarına etkisini incelemek ve çalışmaya yönelik öğrenci görüşlerini belirlemek amaçlanmıştır. Çalışmada karma araştırma yöntemleri kullanılmıştır. Çalışma grubu Bayburt ilindeki iki ortaokulda öğrenim gören 89 7. sınıf öğrencisinden oluşmaktadır. Veri toplama aracı olarak STEM’e yönelik tutum ölçeği ve öğrenme günlüğü kullanılmıştır. Verilerin analizinde t-testi ve içerik analizi kullanılmıştır. Ulaşılan bulgulara göre deney ve kontrol grupları arasında STEM’e yönelik tutum açısından deney grupları lehine anlamlı fark olduğu tespit edilmiştir. Öğrencilerin bu uygulamalarla öğrenmeye yönelik görüşlerinin genellikle pozitif olduğu belirlenmiştir. Öğrenciler, uygulamaların daha kolay, hızlı ve eğlenceli öğrenme sağladığını, konuyu somutlaştırdığını, derse karşı ilgiyi artırdığını ve gerçek yaşamla okul öğrenmeleri arasında bağlantı kurmalarını sağladığını belirtmişlerdir. Öğrenciler geliştirilen DMÖN’e ilişkin ise kullanımının kolay, motive edici, eğlenceli öğrenme ortamı sunan, aktif katılım ve ürün oluşturma fırsatı sağlayan nesneler oldukları yönünde görüş belirtirken bazı öğrenciler bilgisayar kullanımının öğrenmeyi bazen zorlaştırdığını belirtmiştir.

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The effects of STEAM (STEM+ Art) activities 7th grade students’ academic achievement, STEAM attitude and scientific creativities<p>STEAM (STEM+Sanat) etkinliklerinin 7. sınıf öğrencilerinin akademik başarı, STEAM tutum ve bilimsel yaratıcılıklarına etkisi

Cited by 19 publications

References 9 publications

Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching

Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

Dmön Destekli̇ Stem Uygulamalarinin Stem’e Yöneli̇k Tutuma Etki̇si̇ Ve Öğrenci̇ Görüşleri̇

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