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Articles 1 - 13 of 13
Full-Text Articles in Education
Stimulating The Interest Of Young Learners In Physics Through Storytelling And Stem Activities, Emmanuel Babalola, Wonjin Yu, Hillary Ongoyo Omoze, Zainab Saka, Favour Ojike, Iyanu Adedeji, Zhu Yue
Stimulating The Interest Of Young Learners In Physics Through Storytelling And Stem Activities, Emmanuel Babalola, Wonjin Yu, Hillary Ongoyo Omoze, Zainab Saka, Favour Ojike, Iyanu Adedeji, Zhu Yue
Purdue Journal of Service-Learning and International Engagement
The Physics is Fun Project is an initiative funded by Purdue’s Office of Engagement and aims to promote an interest in physics among young learners aged 5 to 12. The project’s unique approach blends instructional design and motivational design to create an engaging and relevant learning experience. Development of the project was guided by the analyze, design, develop, implement, and evaluate (ADDIE) framework and Keller’s attention, relevance, confidence, and satisfaction (ARCS) theory and utilized storytelling and hands-on learning strategies to bring physics to life through the story of a young physics enthusiast who is passionate about building a dream car. …
Identity Development In Informal Learning Spaces: A Case Study Of The Girls Excelling In Math And Science Club, Michaela Rice
Identity Development In Informal Learning Spaces: A Case Study Of The Girls Excelling In Math And Science Club, Michaela Rice
The Journal of Purdue Undergraduate Research
No abstract provided.
Making Makers: Tracing Stem Identity In Rural Communities, Jessie Nixon, Andy Stoiber, Erica Halverson, Michael Dando
Making Makers: Tracing Stem Identity In Rural Communities, Jessie Nixon, Andy Stoiber, Erica Halverson, Michael Dando
Journal of Pre-College Engineering Education Research (J-PEER)
In this article, we describe efforts to reduce barriers of entry to pre-college engineering in a rural community by training local teens to become maker-mentors and staff a mobile makerspace in their community. We bring a communities of practice frame to our inquiry, focusing on inbound and peripheral learning and identity trajectories as a mechanism for representing the maker-mentor experience. Through a longitudinal case study, we traced the individual trajectories of five maker-mentors over two years. We found a collection of interrelated factors present in those students who maintained inbound trajectories and those who remained on the periphery. Our research …
Do After-School Robotics Programs Expand The Pipeline Into Stem Majors In College?, Cathy Burack, Alan Melchior, Matthew Hoover
Do After-School Robotics Programs Expand The Pipeline Into Stem Majors In College?, Cathy Burack, Alan Melchior, Matthew Hoover
Journal of Pre-College Engineering Education Research (J-PEER)
One result of the growing concerns over the numbers of young people moving into science, technology, engineering and mathematics (STEM)-related careers has been the expansion of formal and informal STEM education programming for pre-college youth, from elementary school through high school. While the number of programs has grown rapidly, there is little research on their long-term impacts on participant education and career trajectories. This paper presents interim findings from a multi-year longitudinal study of three national after-school robotics programs that engage students in designing, building, and competing complex robots with the goal of inspiring long-term interest in STEM. Focusing on …
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
Interdisciplinary Journal of Problem-Based Learning
Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, …
Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh
Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh
Journal of Pre-College Engineering Education Research (J-PEER)
This small-scale design study describes disciplinary learning in mathematical modeling and science from an authentic engineeringthemed module. Current research in tissue engineering served as source material for the module, including science content for readings and a mathematical modeling activity in which students work in small teams to design a model in response to a problem from a client. The design of the module was guided by well-established principles of model-eliciting activities (a special class of problem-solving activities deeply studied in mathematics education) and recently published implementation design principles, which emphasize the portability of model-eliciting activities to many classroom settings.
Two …
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Interdisciplinary Journal of Problem-Based Learning
Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain …
Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron
Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron
Interdisciplinary Journal of Problem-Based Learning
The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.
Integrated Stem In Middle School: A Purdue Service-Learning Class, Emily K. Yoshikawa
Integrated Stem In Middle School: A Purdue Service-Learning Class, Emily K. Yoshikawa
Purdue Journal of Service-Learning and International Engagement
STEM is a growing buzzword in schools across the country. While the initial creation of the acronym was intended to emphasize the integration of Science, Technology, Engineering, and Math, they are still being used as separate disciplines. Traditionally, science has been viewed as the study of the natural world, math as the study of patterns and relationships of numbers, and engineering as problem solving (NAE & NRC, 2009). Moving forward, the goal is to help future generations experience math and science come together through engineering activities to produce new and innovative technologies. This is happening today in part through a …
Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore
Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore
Journal of Pre-College Engineering Education Research (J-PEER)
This study examined different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units. These various approaches were correlated with student outcomes on engineering assessment items. There are numerous reform documents in the USA and around the world that emphasize the need to incorporate engineering into science education. The authors of this study contend that different approaches to integrating engineering in STEM units correlate to larger student achievement gains in engineering, based on assessment items developed from the Framework for Quality K–12 Engineering Education (Moore, Glancy, Tank, Kersten, & Smith, 2014). The goal of this work …
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well …
(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos To Make Invisible Learning Visible During Pjbl Experiences, Shaunna Smith
Interdisciplinary Journal of Problem-Based Learning
This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the planned curricula, resulting in an exploration of the intersections of life lessons that include (a) “making learning more real,” (b) being “on a mission to change the world,” and (c) “you can’t control anybody but yourself.” Findings from the study indicate that student-created reflective videos can document meaningful learning that is capable of “counting” …
Engaging Non-Scientists In Stem Through Problem-Based Learning And Service Learning, Andrew Tawfik, Rebecca J. Trueman, Matthew M. Lorz
Engaging Non-Scientists In Stem Through Problem-Based Learning And Service Learning, Andrew Tawfik, Rebecca J. Trueman, Matthew M. Lorz
Interdisciplinary Journal of Problem-Based Learning
This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service …