SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Proceedings of the 4th Internat. Baltic Symposium on Science and Education, Šiauliai, 21–22 June, 2021
SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Proceedings of the 4th Internat. Baltic Symposium on Science and Education, Šiauliai, 21–22 June, 2021
Contributor(s): Vincentas Lamanauskas (Editor)
Subject(s): Social Sciences, Education, Preschool education, School education, Adult Education, Higher Education , History of Education, Distance learning / e-learning, Pedagogy
Published by: Scientia Socialis, UAB
Keywords: science education; technology education; STEM education; science didactics; science pedagogy
Summary/Abstract: Science and technology education: Developing a global perspective. Proceedings of the 4th International Baltic Symposium on Science and Technology Education (BalticSTE2021). Scientia Socialis Press. ISBN 978-609-95513-7-1 /Print/, ISBN 978-609-95513-8-8 /Online/
- E-ISBN-13: 978-609-95513-8-8
- Print-ISBN-13: 978-609-95513-7-1
- Page Count: 184
- Publication Year: 2021
- Language: English
THE METHODOLOGY FOR CREATING WORKSHEETS FOR INTEGRATED SCIENCE
THE METHODOLOGY FOR CREATING WORKSHEETS FOR INTEGRATED SCIENCE
(THE METHODOLOGY FOR CREATING WORKSHEETS FOR INTEGRATED SCIENCE)
- Author(s):Markéta Bartoňová, Dana Kričfaluši
- Language:English
- Subject(s):Social Sciences, Education, School education
- Page Range:7-15
- No. of Pages:9
- Keywords:methodology for creating worksheets; integrated science; integrated teaching;
- Summary/Abstract:Integrated teaching is teaching in which the educational contents of subjects are interconnected. Connections can be discussed in a specialized integrated subjects e.g., Integrated science. Integrated science is a subject that connects knowledge from chemistry, biology, physics, geography, and geology. One topic is discussed from a different point of view, and students should transform their theoretical knowledge in practice. Worksheets can serve as a teaching material that can provide help to students as well as teachers and guide students on their path to knowledge. But how should a worksheet look like and how should the tasks be designed? This contribution describes a suggested method for making a worksheet for integrated (science) teaching that we call CCCTER. CCCTER is abbreviation for choose, connect, create, try, evaluate, remade. The method implements the national Framework education program for secondary general education (grammar schools) in the process of making the tasks. The principles choose, connect, and create are demonstrated. It provides a sample task of a worksheet for integrated (science) teaching.
A NEW PERSPECTIVE ON MATHEMATICS EDUCATION COMING FROM HISTORY: THE EXAMPLE OF INTEGRAL CALCULUS
A NEW PERSPECTIVE ON MATHEMATICS EDUCATION COMING FROM HISTORY: THE EXAMPLE OF INTEGRAL CALCULUS
(A NEW PERSPECTIVE ON MATHEMATICS EDUCATION COMING FROM HISTORY: THE EXAMPLE OF INTEGRAL CALCULUS)
- Author(s):Paolo Bussotti
- Language:English
- Subject(s):Social Sciences, Education, History of Education, Pedagogy
- Page Range:16-31
- No. of Pages:16
- Keywords:interdisciplinary education; mathematics education; science history; secondary schools;
- Summary/Abstract:This research deals with a possible use of history of mathematics in mathematics education. In particular, history can be a fundamental element for the introduction of the concept of integral through a problem-centred and intuitive approach. Therefore, what follows is dedicated to the teaching of mathematics in the last years of secondary schools, where infinitesimal calculus is addressed. The thesis here proposed is that the resort to Archimedes’ use of exhaustion method and to Newton’s initial lemmas expounded in his Principia Mathematica are useful means to reach a genetic comprehension of the concept of integral. Hence, two demonstrations by Archimedes and two lemmas by Newton are used to prove such thesis. A further idea here proposed is that history of mathematics can be of help for an interdisciplinary education.
ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING
ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING
(ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING)
- Author(s):Mihail Calalb
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:32-38
- No. of Pages:7
- Keywords:conceptual understanding; learning by being; ownership of cognitive goals; science learning;
- Summary/Abstract:A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor – 113%); ability to reveal similarities and patterns (impact factor – 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher–student harmonic oscillator when both things – guidance from teacher and student’s effort – are equally important.
INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA
INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA
(INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA)
- Author(s):Ilva Cinite, Girts Barinovs
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:39-48
- No. of Pages:10
- Keywords:STEM education quality; conceptual understanding; student-centred approach;
- Summary/Abstract:Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enroll at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students’ tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance.
IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS
IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS
(IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS)
- Author(s):Kārlis Greitāns, Dace Namsone
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:49-58
- No. of Pages:10
- Keywords:in-service teacher professional development; science teacher education; student conceptual understanding; teacher learning;
- Summary/Abstract:This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding.
PROCEDURE FOR ASSESSMENT OF THE COGNITIVE COMPLEXITY OF THE PROBLEMS WITH A LIMITING REACTANT
PROCEDURE FOR ASSESSMENT OF THE COGNITIVE COMPLEXITY OF THE PROBLEMS WITH A LIMITING REACTANT
(PROCEDURE FOR ASSESSMENT OF THE COGNITIVE COMPLEXITY OF THE PROBLEMS WITH A LIMITING REACTANT)
- Author(s):Saša A. Horvat, Dušica D. Rodić, Tamara N. Rončević, Snežana S. Babić-Kekez, Bojana Trifunović Horvat
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:59-73
- No. of Pages:15
- Keywords:chemistry education; stoichiometry; problem tasks; achievement; mental effort;
- Summary/Abstract:Mathematical calculations are an important part of chemistry. Those problems are difficult for students, especially if the task is set with a limiting reactant. The aim of this study was development of a Procedure for evaluation of cognitive complexity of the Stoichiometric Tasks with a Limiting Reactant. The procedure created included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, the test of knowledge was specifically constructed for this research. Each task in the test was followed by a seven-point Likert scale for the evaluation of the invested mental effort. The research included 58 upper-secondary students. The validity of the procedure was confirmed by a series of regression analyses where statistically significant correlation coefficients are obtained among the examined variables: students’ achievement and invested mental effort from cognitive complexity (independent variable).
LAWSON CLASSROOM TEST OF SCIENTIFIC REASONING AT ENTRANCE UNIVERSITY LEVEL
LAWSON CLASSROOM TEST OF SCIENTIFIC REASONING AT ENTRANCE UNIVERSITY LEVEL
(LAWSON CLASSROOM TEST OF SCIENTIFIC REASONING AT ENTRANCE UNIVERSITY LEVEL)
- Author(s):Tereza Hrouzková, Lukáš Richterek
- Language:English
- Subject(s):Social Sciences, Education, Higher Education , Pedagogy
- Page Range:74-85
- No. of Pages:12
- Keywords:scientific reasoning; test evaluation; Lawson Classroom Test of Scientific Reasoning;
- Summary/Abstract:The Lawson classroom test of scientific reasoning is a quite popular and widely used tool that measures the level and development of the student's scientific reasoning skills. In this contribution, the results of this test for the N=446 students of the Faculty of Science Palacký University Olomouc from the years 2018–2020 at the beginning of their study were analysed. Calculation of the standard characteristics of the test items (difficulty index, discrimination index and point biserial coefficient) confirms that the test meets the required criteria for the included questions and its overall consistency. Performing the Mann-Whitney rank test with a standard significance level α = .05, the statistically significant difference between males and females was found, on the other hand, no statistically significant difference between the students preparing for their prospective teacher careers and those with technical specializations in chemistry or physics was identified. This contradicts a common belief that students choosing teacher preparation programmes are generally worse in scientific performance and technical subjects. The results also show that about a quoter of the students come to university with a low level of their scientific reasoning skills which should be therefore supported and further developed in lecturing and teaching.
BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS
BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS
(BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS)
- Author(s):Angela James
- Language:English
- Subject(s):Social Sciences, Education, Higher Education , Pedagogy
- Page Range:86-94
- No. of Pages:9
- Keywords:biological sciences; case study; COVID-19 pandemic; pre-service-teacher education; service-learning;
- Summary/Abstract:The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community.
PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA
PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA
(PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA)
- Author(s):Vincentas Lamanauskas
- Language:English
- Subject(s):Social Sciences, Education, Higher Education , Pedagogy
- Page Range:95-104
- No. of Pages:10
- Keywords:quantitative research; pilot research; pre-service teachers; science content knowledge; university students;
- Summary/Abstract:Primary school teachers’ science competence remains a highly relevant theoretical and practical problem. Although the general curricula and educational standards of Lithuanian general education school set quite high requirements for the process of primary school science education, the science competence of teachers raises reasonable concerns. It has to be stated that in university primary education study programmes, insufficient attention is paid to the natural science component. This leads to a possible lack of preparation for pre-service primary school teachers in science education. A pilot study conducted at the beginning of 2020, in which 107 students from two Lithuanian universities participated, showed that their scientific knowledge was poor and insufficient. Particularly weak was subject knowledge from the field “Nature research”, and also knowledge related to animate and inanimate nature. An assumption can be made that science literacy of pre-service primary education teachers is not sufficiently developed at university, which is one of the factors limiting the quality of children’s science education. There are probably two main reasons for this situation: insufficient science education in general education schools, and insufficient training of students in the field of science education for pre-service primary school teachers.
PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS
PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS
(PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS)
- Author(s):Polona Legvart, Metka Kordigel Aberšek, Maja Kerneža
- Language:English
- Subject(s):Social Sciences, Education, School education, ICT Information and Communications Technologies, Pedagogy
- Page Range:105-114
- No. of Pages:10
- Keywords:distance learning environment; generation Alpha; natural science digital literacy competence; natural science education;
- Summary/Abstract:This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence.The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content.
EXPLORING THE EFFECTIVENESS AND IMPACTS OF DIFFERENT TYPES OF MEDIA IN SCIENCE LEARNING
EXPLORING THE EFFECTIVENESS AND IMPACTS OF DIFFERENT TYPES OF MEDIA IN SCIENCE LEARNING
(EXPLORING THE EFFECTIVENESS AND IMPACTS OF DIFFERENT TYPES OF MEDIA IN SCIENCE LEARNING)
- Author(s):Yi Wen Lo, Chih-Hsiung Ku
- Language:English
- Subject(s):Social Sciences, Education, Media studies, School education, Pedagogy
- Page Range:115-125
- No. of Pages:11
- Keywords:science communication; AEIOU; heat transfer; Media;
- Summary/Abstract:The spread of COVID-19 has caused a high demand for online learning or self-learning at home. We focus on evaluating which media is most suitable for self-learning for the third graders. For effective assessment of children's learning, the study adopted AEIOU: Awareness; Enjoyment; Interest; Opinion formation; and Understanding as the evaluation framework.In this research, three types of media were implemented: animation, educational video, and science comics. Total 145 third graders were divided into three groups: animation group, educational video group, and science comics group, to learn the concept of heat transfer through one kind of media respectively. The results revealed that students had positive feedback on the three dimensions of Awareness, Enjoyment, and Interest. And all three media improved students' understanding of heat transfer without a difference. While in the dimension of Opinion formation, the students had less life experience and pre-knowledge, their performances were relatively low. In summary, the three types of media showed the effectiveness of self-learning for the third graders. Especially the animations proved to be the most suitable for the third-grade children to conduct self-learning.
CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS
CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS
(CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS)
- Author(s):Małgorzata Nodzyńska
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:126-134
- No. of Pages:9
- Keywords:science misconceptions; common beliefs; fake news;
- Summary/Abstract:In the era of universal and compulsory education, in which attention is paid to the ability to think scientifically, there should be no room for unscientific views. However, unscientific theories often appear in the media, and they find numerous supporters. Therefore, it was decided to investigate which of the common beliefs about the "chemical vs. natural" pair are believed by Poles. And whether belief in unscientific myths depends on gender, age, level of education or its type. Checking these relationships will allow, inter alia, to evaluate the effectiveness of science education in Poland. Within 4 years, the beliefs of 2,473 people were examined. The obtained results show that the universality of education does not prevent misconceptions. There was also no correlation between the correctness of the answers to the questions on age, gender, education level or its type. It seems that the way science is taught should be completely modified in such a way that students can distinguish truth from myth.
TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES
TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES
(TECHNOLOGY MAJORS’ METHODOLOGY EDUCATION: COMPARING APPROACHES FROM TWO COURSES)
- Author(s):Antti Rİssanen, Kalle Saastamoinen
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:135-143
- No. of Pages:9
- Keywords:distance education; flipped learning; learning by doing; research methodology; student-centered learning;
- Summary/Abstract:The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers’ observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students’ course reports and the university’s standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples.
ALGORITHMIC APPROACH TO QUANTITATIVE PROBLEM-SOLVING IN CHEMISTRY
ALGORITHMIC APPROACH TO QUANTITATIVE PROBLEM-SOLVING IN CHEMISTRY
(ALGORITHMIC APPROACH TO QUANTITATIVE PROBLEM-SOLVING IN CHEMISTRY)
- Author(s):Dušica D. Rodić, Saša A. Horvat, Tamara N. Rončević, Snežana S. Babić-Kekez
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:144-151
- No. of Pages:8
- Keywords:algorithms; conceptual understanding; quantitative problems;
- Summary/Abstract:Examining students' inclinations to use algorithms and rules to solve a task was a fruitful area of research in chemical education in the last four decades. This research aimed to examine whether students read the task request carefully, considering its meaningfulness, or they approach it mechanically, applying a set of algorithms by default. The research sample consisted of students majoring in chemistry teaching at the University of Novi Sad, Faculty of Sciences who were in their final year of bachelor studies. The study was conducted during two academic years. The main instrument consisted of five quantitative problems, and each of the problems contained deceptive information that made the calculation nonsensical. The results revealed that most students applied an algorithmic approach without paying attention to the meaningfulness of the task requirements. Additionally, it has been shown that students rely heavily on memorizing formulas without a proper understanding of underlying concepts.
CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES
CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES
(CHALLENGES FOR PRE-SERVICE PHYSICS TEACHER EDUCATION IN A NORTHEASTERN BRAZILIAN STATE IN PANDEMIC TIMES)
- Author(s):Micaías A. Rodrigues
- Language:English
- Subject(s):Social Sciences, Education, Higher Education
- Page Range:152-165
- No. of Pages:14
- Keywords:pandemic period; pedagogical residency; physics teaching; supervised internship; teacher education;
- Summary/Abstract:Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and / or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too.
DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS
DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS
(DEVELOPING STUDENTS’ 21ST CENTURY SKILLS IN STEM MENTOR-MENTEE OUTREACH PROGRAMS)
- Author(s):Nyet Moi Siew
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:166-179
- No. of Pages:14
- Keywords:21st century skills; mentor-mentee; outreach program; rural schools; STEM Education; university-school partnership;
- Summary/Abstract:STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees’ responses to open-ended questions, mentors’ field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students.
KEYNOTE SPEAKERS
KEYNOTE SPEAKERS
(KEYNOTE SPEAKERS)
- Contributor(s):Vincentas Lamanauskas (Editor)
- Language:English
- Subject(s):Social Sciences, Education
- Page Range:180-181
- No. of Pages:2
- Keywords:keynote speakers, information;
- Summary/Abstract:KEYNOTE SPEAKERS. Information