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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Using Technology To Support Student Learning In An Integrated Stem Learning Environment, Dazhi Yang, Sally J. Baldwin
Using Technology To Support Student Learning In An Integrated Stem Learning Environment, Dazhi Yang, Sally J. Baldwin
Educational Technology Faculty Publications and Presentations
This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding …
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Elementary School Student Development Of Stem Attitudes And Perceived Learning In A Stem Integrated Robotics Curriculum, Yu-Hui Ching, Dazhi Yang, Sasha Wang, Youngkyun Baek, Steve Swanson, Bhaskar Chittoori
Educational Technology Faculty Publications and Presentations
Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of learning were identified, including STEM content learning and connection, engagement and perseverance, …