When I Believe, I Can: Success STEMs from My Perceptions

Kwon, Hyunkyung; Capraro, Robert M.; Capraro, Mary Margaret

doi:10.1007/s42330-020-00132-4

Cited by 12 publications

(21 citation statements)

References 65 publications

(67 reference statements)

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“…This result may prove that students realized the relationship between nature and science, and that positive changes in the discovery of science in nature occurred. Similarly, Kwon, Capraro and Capraro (2021) stated in their study that STEM-based students had positive changes in their opinions about science and mathematics, and their career perceptions, and developed awareness for the future.…”

Section: Discussion and Conclusion Changes In The Ways To Express Con...mentioning

confidence: 92%

“…In recent years, it has been aimed at students experiencing science, mathematics, engineering, technology, and art components in an interdisciplinary way in science and nature camps through STEM and STEAM. Kwon, Capraro, and Capraro (2021) stated in their study that STEM-based students had positive changes in their opinions about science and mathematics. In the research conducted, it is highlighted that components, especially art, should not be product-oriented but process-oriented in these interdisciplinary studies (Perignat & Katz-Buonincontro, 2019).…”

Section: Introductionmentioning

confidence: 98%

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Taking Interdisciplinary Science Learning to Nature

GÜLER,

EYÜPOĞLU,

TAŞ

et al. 2023

OMÜ EFD

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In recent years, efforts to form a sustainable community rather than a consumption society deprived of nature have accelerated. To raise this awareness in individuals and; more importantly, to make it sustainable, education plays a significant role. Informal and nonformal learning are vital resources for individuals to recognize the importance of nature and to establish a healthy and balanced relationship with science and nature. One of the settings to experience such learning is science and nature camps. In light of this, the main purpose of this study was to investigate how an interdisciplinary science camp consisting of STEAM (Science, Technology, Engineering, Arts, and Maths) activities would affect secondary school students’ perceptions of science and nature in rural areas. The prepared activities, it was also intended to present an application sample for process-oriented integration of science and nature practices. Within the scope of the study, 14 activities were prepared by the authors. Each activity was performed in natural areas. The study was based on a one-group pre-test post-test experimental design. The sample of the study consists of 140 students, between 5th and 8th grades, living in different villages in Bartın, Turkey. Analysis of data revealed that students' perceptions of the concepts of science and nature changed after the camp, and they gained awareness about the place of science and themselves as individuals in nature.

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Section: Discussion and Conclusion Changes In The Ways To Express Con...mentioning

confidence: 92%

Section: Introductionmentioning

confidence: 98%

Taking Interdisciplinary Science Learning to Nature

GÜLER,

EYÜPOĞLU,

TAŞ

et al. 2023

OMÜ EFD

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show abstract

“…In general, results from recent research found a positive shift in learners' perceptions and attitudes towards STEM disciplines and careers at the completion of their engagement in a STEM-focused program in an out-of-school context [35,[39][40][41][42][43]. For example, Baran et al [35] examined the impact of an afterschool program designed to engage forty 10-12-year-old learners in hands-on STEM problem-based activities.…”

Section: Learners' Perspective Of Stemmentioning

confidence: 99%

Learners’ Perspectives on ARCH + STEM: Integration of Archaeology and Indigenous Knowledges with Western Knowledges of STEM

2023

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It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners’ perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners’ perspective of (a) Indigenous people; (b) the field of archaeology; and (c) STEM concepts, practices, and processes. Data were collected through 15 focus group interviews held approximately six weeks after the program’s conclusion. The results demonstrated that learners gained a new perspective of STEM, integrating Indigenous and Western perspectives; gained an understanding of archaeology and archaeological concepts; and made connections between STEM concepts embedded in the program and those within and outside of their school experience. Based on the results, we contend that the integration of alternative knowledges and ways of being and seeing the world within nonformal learning environments has the potential to diminish differences and/or tensions between Indigenous and Western knowledges and perspectives of STEM, as well as support archaeology as an approach to facilitating the learning and application of STEM concepts, practices, and processes.

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“…Selain keterlibatan ranah kognitif, keterlibatan ranah afektif juga sangat diperlukan melalui penerapan PjBL dalam pendiidkan STEAM. Kwon et al, (2021) (English, 2015), karena semakin banyak sekolah berfokus pada STEM dan mengadopsi strategi pembelajaran STEM (Bicer et al, 2015& Honey et al, 2014…”

Section: Aksioma: Jurnal Program Studi Pendidikan Matematikaunclassified

PENGARUH PEMBELAJARAN PjBL TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN AFFECTIVE MATHEMATICS ENGAGEMENT

Rahayuningsih¹,

Asrawati²,

Kamaruddin³

2022

AJPM

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Saat ini, zaman telah memasuki fase di mana Sains, Teknologi, Teknik, dan Matematika (STEM) merupakan disiplin ilmu dasar. Matematika merupakan pusat dari berbagai profesi, tetapi dianggap sulit dan banyak siswa tidak menyukainya, bahkan mereka menutup keinginan untuk berkarir pada bidang sains, teknik, dan teknologi. Untuk menghadapi tantangan di era STEAM dibutuhkan affective mathematics engagement (AME) dan kemampuan berpikir kreatif matematis. Tujuan penelitian ini adalah untuk menganalisis 1) Pengaruh PjBL terhadap affective mathematics engagement (AME) siswa; 2) Pengaruh PjBL terhadap kemampuan berpikir kreatif matematis siswa. Jenis penelitian ini adalah eksperimen semu (Quasy Eksperiment) dengan populasi siswa SMA yang ada di kota Makassar (n=245; Laki-laki= 170; Perempuan = 75). Pengambilan sampel dilakukan dengan menggunakan teknik random sampling sehingga ditetapkan sampel dalam penelitian ini adalah 70 orang (n= 70; laki-laki = 35; perempuan = 35). Hasil penelitian menunjukkan bahwa (1) Terdapat pengaruh penerapan PjBL terhadap Affective Mathematics Engagement (AME) siswa. Hal tersebut diketahui dari nilai rata-rata Affective Mathematics Engagement (AME) siswa dimana pada kelas yang diterapkan PjBL berada pada kategori baik sedangkan pada kelas yang menerapkan pembelajaran konvensional berada pada kategori cukup. (2) Terdapat pengaruh penerapan PjBL terhadap kemampuan berpikir kreatif matematis siswa. Hal tersebut diketahui dari selisih nilai rata-rata kelas eksperimen dan kelas kontrol yaitu sebesar 4,903.

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When I Believe, I Can: Success STEMs from My Perceptions

Cited by 12 publications

References 65 publications

Taking Interdisciplinary Science Learning to Nature

Taking Interdisciplinary Science Learning to Nature

Learners’ Perspectives on ARCH + STEM: Integration of Archaeology and Indigenous Knowledges with Western Knowledges of STEM

PENGARUH PEMBELAJARAN PjBL TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN AFFECTIVE MATHEMATICS ENGAGEMENT

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