Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Implementation of the Results of Theoretical and Empirical Studies in...
share announcement

Implementation of the Results of Theoretical and Empirical Studies in STEM Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 6407

Special Issue Editor

Dr. Yusuf F. Zakariya

E-Mail Website
Guest Editor
Department of Mathematical Sciences, The University of Agder, 4630 Kristiansand, Norway
Interests: mathematics education; assessment in education; research methods in education; structural equation modelling

Special Issue Information

Dear Colleagues,

Numerous theoretical and empirical studies on the effective approaches to teaching, learning, and assessing in science, technology, engineering, and mathematics (STEM) education have produced various results. However, the potential of some of these results in alleviating the problem of poor performance and implementing designs that support envisioned STEM education is not fully harnessed. Over the last few decades, there have been some attempts to connect theory with practice and translate research findings into designs that enhance the teaching and learning of STEM students. This Special Issue provides a platform for researchers around the world to report and share their efforts in transforming the teaching and learning of STEM subjects with an international audience. At the heart of this Special Issue is an invitation for studies that investigate the effectiveness of interventions and practices geared toward transforming the teaching and learning of STEM subjects at all levels of educational institutions. Thus, I welcome original (quantitative, qualitative, and mixed methods) research articles and reviews of intervention studies on (but not limited to) research that focuses on:

  1. Effective curriculum changes in STEM education;
  2. Implementation of effective classroom instructional practices that include discourse, norms, and tools in STEM education;
  3. Implementation of inclusive out-out-school instructional practices in STEM education;
  4. Use of digital tools to enhance STEM teaching and learning.

I look forward to receiving your contributions.

Dr. Yusuf F. Zakariya
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • pragmatic research
  • effective instructional practices
  • STEM education
  • digitalisation of education
  • educational institution changes

Published Papers (3 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

16 pages, 2770 KiB  
Article
Empowering Elementary Students with Community-Based Engineering: A Teacher’s Experience in a Rural School District
by Tugba Boz, Rebekah Hammack, Nicholas Lux and Paul Gannon
Educ. Sci. 2023, 13(5), 434; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13050434 - 24 Apr 2023
Viewed by 1072
Abstract
This paper presents a case study of an elementary teacher, Holly, who participated in a federally funded summer professional development (PD) program aimed at integrating community-based engineering into elementary education. The study examines how Holly’s teaching practices and beliefs about teaching engineering contributed [...] Read more.
This paper presents a case study of an elementary teacher, Holly, who participated in a federally funded summer professional development (PD) program aimed at integrating community-based engineering into elementary education. The study examines how Holly’s teaching practices and beliefs about teaching engineering contributed to the significant improvements in her students’ attitudes toward engineering and their perceptions of engineering as a potential career. Data were collected over three years through multiple methods, including post-PD interviews, lesson recordings, and a post-teaching interview. We analyzed classroom videos using a video analysis protocol. We used open coding to analyze the interviews. Once the analysis of the interviews and videos was completed, we engaged in a sense-making process to identify connections across data points (videos and interviews). Our findings showed that Holly extensively incorporated scientific inquiry into her lessons. This approach enabled students to develop their inquiry skills and facilitated a smooth transition to engineering design activities. By connecting class activities to the local context, students were able to see the relevance of engineering to their everyday lives and take ownership of their learning. This study emphasizes the potential of community-focused engineering to foster meaningful science and engineering practices in elementary education. Full article
(This article belongs to the Special Issue Implementation of the Results of Theoretical and Empirical Studies in STEM Education)
►▼ Show Figures

Figure 1

20 pages, 1561 KiB  
Article
Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students
by Vu Thi Ha, Le Hong Chung, Nguyen Van Hanh and Bui Minh Hai
Educ. Sci. 2023, 13(3), 247; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13030247 - 26 Feb 2023
Cited by 6 | Viewed by 2267
Abstract
5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in [...] Read more.
5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order thinking skills of middle school students between teaching science using A-5E-STEM, 5E-STEM, and conventional didactic methods. A semi-experimental study with post-test only non-equivalent groups design was used. A “Separating Mixtures” unit in the 6th grade Natural Science curriculum was designed with A-5E-STEM and 5E-STEM model orientation. The participants were three 6th grade classes with a total of one hundred and twenty students at a public middle school in Hanoi City, Vietnam. The first experimental group was taught science using the A-5E-STEM model, the second experimental group was taught science using the 5E-STEM model, and a control group was taught the science unit with conventional didactic methods. A post-test was used to collect data on learning achievement, and questionnaires were used to collect data on learning motivation, interest, and higher-order thinking skills of middle school students in the science curriculum. The findings showed that the effect of teaching science using the A-5E-STEM model on learning achievement, motivation, interest, and higher-order thinking skills of middle school students was significantly superior to that of the 5E-STEM model and conventional didactic methods. Therefore, science teachers are expected to increase the use of the A-5E-STEM model in their related curriculum. Full article
(This article belongs to the Special Issue Implementation of the Results of Theoretical and Empirical Studies in STEM Education)
►▼ Show Figures

Figure 1

14 pages, 883 KiB  
Article
Comparing Guidance via Implicit and Explicit Model Progressions in a Collaborative Inquiry-Based Learning Environment with Different-Aged Learners
by Antti Lehtinen, Pasi Nieminen, Salla Pehkonen and Markus Hähkiöniemi
Educ. Sci. 2022, 12(6), 393; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12060393 - 08 Jun 2022
Cited by 1 | Viewed by 2248
Abstract
There is a need for research on the effect of different types of model progressions and learner age on learning and engagement in inquiry-based science settings. This study builds on the Scientific Discovery as Dual Search model to introduce less specific implicit model [...] Read more.
There is a need for research on the effect of different types of model progressions and learner age on learning and engagement in inquiry-based science settings. This study builds on the Scientific Discovery as Dual Search model to introduce less specific implicit model progression and compares them to the traditional explicit model progression. The data come from Finnish 8-, 10-, and 12-year-olds collaboratively using two different configurations of an inquiry-based learning environment about balance. Balance scale tasks were used to assess learning. Students also rated their situation-specific engagement. Both types of model progressions were beneficial for learning but there was no difference in the normalized change scores between them. The 12-year-olds had a higher normalized change score than the 8-year-olds. There were no differences in situation-specific engagement between the two types of model progression. These results suggest that implicit model progression offers a way to provide less specific guidance and a more open learning environment for primary-aged learners compared to the more specific explicit model progression. Full article
(This article belongs to the Special Issue Implementation of the Results of Theoretical and Empirical Studies in STEM Education)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-3
Back to TopTop