Current Perspectives on the Value, Teaching, Learning, and Assessment of Design in STEM Education PDF Download
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Author: Jeffrey Buckley
Publisher: Frontiers Media SA
ISBN: 2832532527
Category : Education
Languages : en
Pages : 134
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Book Description
Design is a central activity within Science, Technology, Engineering, and Mathematics (STEM) education. Within enacted practice, design can feature within intended learning outcomes, for example in learning to design, and it can feature within pedagogical methodologies, for example by learning through design. Often holding differing disciplinary interpretations such as design as cyclical problem solving, iterative design, conceptual design, or design with or without make, understanding the educational merits of the ill-defined and open nature of authentic designerly activity is paramount. This Research Topic sets out to gain a more nuanced understanding of the value and role(s) of design within STEM educational contexts. This Research Topic focuses on design within STEM educational contexts, particularly in terms of teaching, learning, and assessment. The aim is to contribute to the evidential basis which can be used to guide the incorporation of design into educational practice. The topic has two central research objectives. The first is to generate evidence regarding what design is in STEM education. For example, is the ability to design a singular or manifold construct? Is the capacity to design, or are factors of this ability, both learnable and teachable? How transferable is designerly knowledge between contexts? How do different disciplinary contexts influence the interpretation of design? The second is to further our understanding of how best to incorporate design within STEM education contexts. For example, how much emphasis should be placed on learning to or through design in school? How should design be assessed within formal education? Where and when is design best incorporated into education? In posing these questions, the goal of this research topic is to provide scholarly discourse which supports critical reflection and the challenging of assumptions regarding design in education.
Author: Jeffrey Buckley
Publisher: Frontiers Media SA
ISBN: 2832532527
Category : Education
Languages : en
Pages : 134
Get Book
Book Description
Design is a central activity within Science, Technology, Engineering, and Mathematics (STEM) education. Within enacted practice, design can feature within intended learning outcomes, for example in learning to design, and it can feature within pedagogical methodologies, for example by learning through design. Often holding differing disciplinary interpretations such as design as cyclical problem solving, iterative design, conceptual design, or design with or without make, understanding the educational merits of the ill-defined and open nature of authentic designerly activity is paramount. This Research Topic sets out to gain a more nuanced understanding of the value and role(s) of design within STEM educational contexts. This Research Topic focuses on design within STEM educational contexts, particularly in terms of teaching, learning, and assessment. The aim is to contribute to the evidential basis which can be used to guide the incorporation of design into educational practice. The topic has two central research objectives. The first is to generate evidence regarding what design is in STEM education. For example, is the ability to design a singular or manifold construct? Is the capacity to design, or are factors of this ability, both learnable and teachable? How transferable is designerly knowledge between contexts? How do different disciplinary contexts influence the interpretation of design? The second is to further our understanding of how best to incorporate design within STEM education contexts. For example, how much emphasis should be placed on learning to or through design in school? How should design be assessed within formal education? Where and when is design best incorporated into education? In posing these questions, the goal of this research topic is to provide scholarly discourse which supports critical reflection and the challenging of assumptions regarding design in education.
Author: Thomas Delahunty
Publisher: Taylor & Francis
ISBN: 1000688100
Category : Education
Languages : en
Pages : 256
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Book Description
This book presents an overview of the methodological innovations and developments present in the field of STEM education research as well as providing a practically orientated resource on research method design more broadly. Featuring a range of international contributors in the field, the book provides a compendium of exemplary innovative methodological designs, implementations, and analyses that answer a variety of research questions relating to STEM education disciplines. Charting the thinking behind the design and implementation of successful research investigations, the book’s two parts present an accessible and pragmatically framed set of chapters that cover a range of important methodological areas presented by active researchers in the field. Ultimately, this book presents a comprehensive resource that explores the act of educational research as related to STEM. By showcasing key methodological principles with guidance on practical approaches underpinned by theory, the book offers scholarly research-informed suggestions for practice. It will be of great interest to researchers, academics, and students in the fields of STEM education and education research methods, as well as educational research more broadly.
Author: Ying-Shao Hsu
Publisher: Springer Nature
ISBN: 9811507686
Category : Science
Languages : en
Pages : 213
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Book Description
This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context. Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers’ practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.
Author: Richard M. Felder
Publisher: John Wiley & Sons
ISBN: 1118925815
Category : Education
Languages : en
Pages : 336
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Book Description
Rethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching STEM courses at the university, community college, and high school levels. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you: Plan and conduct class sessions in which students are actively engaged, no matter how large the class is Make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach Help students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be continual improvement in your teaching and your students' learning. More information about Teaching and Learning STEM can be found at http://educationdesignsinc.com/book including its preface, foreword, table of contents, first chapter, a reading guide, and reviews in 10 prominent STEM education journals.
Author: Anthony E. Kelly
Publisher: Routledge
ISBN: 1317639642
Category : Education
Languages : en
Pages : 559
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Book Description
This Handbook presents the latest thinking and current examples of design research in education. Design-based research involves introducing innovations into real-world practices (as opposed to constrained laboratory contexts) and examining the impact of those designs on the learning process. Designed prototype applications (e.g., instructional methods, software or materials) and the research findings are then cycled back into the next iteration of the design innovation in order to build evidence of the particular theories being researched, and to positively impact practice and the diffusion of the innovation. The Handbook of Design Research Methods in Education-- the defining book for the field -- fills a need in how to conduct design research by those doing so right now. The chapters represent a broad array of interpretations and examples of how today’s design researchers conceptualize this emergent methodology across areas as diverse as educational leadership, diffusion of innovations, complexity theory, and curriculum research. This volume is designed as a guide for doctoral students, early career researchers and cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research.
Author: Brent Davis
Publisher: Routledge
ISBN: 0429655800
Category : Education
Languages : en
Pages : 232
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Book Description
An accessible text that assumes no prior knowledge, this book is grounded in the realization that "STEM" and "STEM Education" have not yet evolved into fully coherent fields of study, and fills this gap by offering an original model and strategy for developing coherences in a way that both honors the integrity of each of STEM’s constituent disciplines and explores the ways they can amplify one another when used together to address complex contemporary issues. This book demonstrates how STEM can and should be understood as more than a collection of disciplines; it is a transdisciplinary, possibility-rich domain that is much more than the sum of its parts. Building on the actual work of scientists, engineers, and other professionals, the authors disrupt preconceptions about STEM domains, and provide the tools and evidence-based approaches to create new possibilities for all learners. Covering historical influences, theoretical frameworks, and current debates and challenges, this book positions teachers and students as agents of change. Each chapter features In Brief openers to introduce the topic; Opening Anecdotes to reflect the chapter’s key themes; Sidebars to put core principles in context; Consolidating Key Points activities to summarize and highlight important details; and Challenges to build upon and extend topics explored in the chapter from different angles.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 384
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Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: Myint Swe Khine
Publisher: Springer
ISBN: 3030040038
Category : Education
Languages : en
Pages : 192
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Book Description
This book looks at the value of integrating the arts and sciences in the school curriculum. It argues that this will help students further their understanding of analytical concepts through the use of creativity. The authors illustrate how schools can work towards presenting common practices, concepts, and content. Coverage features case studies and lessons learned from classrooms across the United States. The notion of STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an emerging discipline unique in its desire to provide a well-rounded approach to education. The chapters of this volume examine STEAM in a variety of settings, from kindergarten to higher education. Readers will learn about the practical considerations involved when introducing the arts and creativity into traditionally left brain processes. This includes best practices for creating and sustaining successful STEAM initiatives in any school, college, or university. For instance, one chapter discusses novel approaches to teach writing with the scientific method in order to help students better present their ideas. The authors also detail how the arts can engage more diverse learners, including students who are not traditionally interested in STEM subjects. They provide three concrete examples of classroom-tested inquiries: designing a prosthetic arm for a child, making a paleontology investigation, and taking a closer look at the arts within roller coaster engineering. This book is an invaluable resource for teachers and teacher trainers, university faculty, researchers, and school administrators. It will also be of interest to science, mathematics, engineering, computer science, information technology, arts and design and technology teachers.
Author: Harouna Ba
Publisher: Routledge
ISBN: 1351333151
Category : Education
Languages : en
Pages : 253
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Book Description
Focuses on the hot-button issue of STEM education and how to effectively—and equitably—stimulate student interest in STEM fields Supported by the lead author’s extensive speaking schedule and media contacts Features leading-edge research and practical advice and provides appealing and accessible forms of engagement that will support a diverse range of audiences and deepen their approach to creative STEM learning Contributions from program developers, facilitators, educators, exhibit designers, and researchers
Author: Michael R. Matthews
Publisher: Springer
ISBN: 9400776543
Category : Education
Languages : en
Pages : 2532
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Book Description
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia
