Emerging Technologies for STEM Curriculum

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

Deadline for manuscript submissions: closed (31 August 2022) | Viewed by 22551

Special Issue Editors

Center for Teacher Education/National Pingtung University of Science and Technology, Pingtung 219A, Taiwan
Interests: emerging technologies in STEM education; maker/engineering education
Special Issues, Collections and Topics in MDPI journals
Department of Technology Applications and Human Resource Development, National Taiwan Normal University, Taipei 10610, Taiwan
Interests: STEM education; engineering and technology education; teacher education

Special Issue Information

Dear Colleagues,

STEM education puts an emphasis on interdisciplinary learning, which directly enables students to use the application of what has been taught in different subjects to develop hands-on projects. With the STEM curriculum, from a teaching and learning perspective, emerging technologies play an important role in supporting student learning. For example, educational applications (APP) in mobile devices may allow students to document learning progress or to analyze learning data. Digital modeling tools such as 3D printers may support students to quickly develop prototypes to examine their design thinking. Electronic gadgets such as the Micro:bit Board may facilitate students to develop dynamic programming skills.

This Special Issue investigates the potential challenges and problems identified in the use of emerging technologies for the STEM curriculum, and invites you to submit research that can address the relevant solutions in different educational levels. Examples of topics include, but are not limited to:

  • Curriculum design for the use of emerging technologies
  • Instructional strategies during the implementation of emerging technologies
  • Teachers’ perceptions of using emerging technologies
  • Scaffolding roles for emerging technologies
  • Students’ learning responses to emerging technologies
  • Students’ learning outcomes in technology-enhanced learning environments
  • Applications of emerging technologies

Prof. Dr. Pao-Nan Chou
Prof. Dr. Kuen-Yi Lin
Guest Editors

Manuscript Submission Information

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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

  • emerging technologies in education
  • educational technology
  • STEM/STEAM education
  • curriculum development
  • instructional design

Published Papers (4 papers)

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Research

13 pages, 2841 KiB  
Article
A Study of Primary Students’ Technology Acceptance and Flow State When Using a Technology-Enhanced Board Game in Mathematics Education
by Yen-Ting Lin and Tz-Chi Wang
Educ. Sci. 2022, 12(11), 764; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12110764 - 28 Oct 2022
Cited by 4 | Viewed by 1909
Abstract
Mathematics is a major subject for primary students. However, in mathematics education, many abstract concepts may lead students to lose learning motivation and further affect their learning performance. Therefore, several papers have proposed various board games to support traditional mathematics education. However, teachers [...] Read more.
Mathematics is a major subject for primary students. However, in mathematics education, many abstract concepts may lead students to lose learning motivation and further affect their learning performance. Therefore, several papers have proposed various board games to support traditional mathematics education. However, teachers have applied traditional board games to support mathematics education in a way that makes it difficult to monitor or capture each student’s learning status and problems during game processes. As mentioned above, this study proposed an educational mathematics board game with mobile and sensor technologies to assist students in learning the concept of prime factorization. The proposed board game can guide students to conduct the game and support teachers to capture the students’ learning status during the game process. To evaluate students’ acceptance and flow state regarding the proposed board game, thirty-nine primary students were invited to participate in an experiment. The experimental results indicated that the students had a high technology acceptance with regard to the proposed board game and high flow state when playing the proposed board game. For high-achieving students, the proposed board game was more entertaining, while low-achieving students might feel a little challenged. In addition, boys were more engaged than girls when playing this board game. Full article
(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)
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18 pages, 2811 KiB  
Article
Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)
by Madeleine M. Bolick, Elena A. Mikhailova and Christopher J. Post
Educ. Sci. 2022, 12(3), 224; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030224 - 18 Mar 2022
Cited by 11 | Viewed by 6713
Abstract
The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module [...] Read more.
The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module and laboratory exercise for natural resource science students. The study used a series of reusable learning objects (RLOs) to assess students’ prior knowledge of remote sensing and UAVs. Students were taught the steps of UAV data acquisition and processing through lectures and UAV simulation videos. Students applied this knowledge by completing a laboratory exercise that used previously collected UAV data. Student knowledge retention and understanding were evaluated using an online quiz to determine the effectiveness of the education module. The average quiz score was 92%, indicating that the UAV laboratory exercise effectively taught students about UAV data acquisition and processing for natural resource research. Overall, students expressed positive opinions about the UAV education module. Student feedback indicated that the laboratory exercise was engaging, but some students would have preferred a hands-on experience for some parts of the exercise. However, in-person UAV instruction may not be accessible for all educators because of UAV cost or lack of instructor training. This study provides educators with crucial recommendations for designing UAV exercises to improve access to UAV-related educational content. This study indicates that online training can effectively introduce students to UAVs. Given the wide range of UAV uses across STEM fields, students in many STEM disciplines would benefit from UAV education. Full article
(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)
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20 pages, 1790 KiB  
Article
An Observational Narrative of Student Reaction to Video Hooks
by Veronica McCauley and Martin McHugh
Educ. Sci. 2021, 11(6), 286; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11060286 - 08 Jun 2021
Cited by 2 | Viewed by 3878
Abstract
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook [...] Read more.
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128) engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest. Full article
(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)
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29 pages, 3961 KiB  
Article
Impacts of AIOT Implementation Course on the Learning Outcomes of Senior High School Students
by Chih-Cheng Tsai, Yuh-Min Cheng, Yu-Shan Tsai and Shi-Jer Lou
Educ. Sci. 2021, 11(2), 82; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11020082 - 20 Feb 2021
Cited by 13 | Viewed by 8354
Abstract
In this study, experimental teaching was conducted through the artificial intelligence of things (AIOT) practical course, and the 4D (discover, define, develop, deliver) double diamond shape was used to design the course and plan the teaching content to observe the students’ self-efficacy and [...] Read more.
In this study, experimental teaching was conducted through the artificial intelligence of things (AIOT) practical course, and the 4D (discover, define, develop, deliver) double diamond shape was used to design the course and plan the teaching content to observe the students’ self-efficacy and learning anxiety. The technology acceptance model (TAM) concept was used to explore learning effectiveness and satisfaction. A total of 36 Senior One students from a senior high school in Kaohsiung were selected as the research subjects in two classes per week for 13 weeks. Questionnaires and qualitative interviews were used to understand the correlation between students’ self-efficacy, anxiety, outcomes, and learning satisfaction with the AIOT course during the flipped learning process. The study used SmartPLS3 to analyze the measurement model and structural model, and bootstrapping to conduct the path analysis and validate the research hypotheses. Because this research provides students with relevant online teaching videos for linking and browsing in the textbooks, and the video time should not be too long, in the teaching process, small-scale online learning courses are adopted for flipped teaching, which promptly arouses students’ interest and enhances their learning participation. Through the sharing of homework with each other, its content deficiencies were modified, students’ anxiety in learning was reduced, and the effect of learning and thinking together was achieved; in the teaching mode, theoretical content was combined with physical and practical courses to implement cross-disciplinary. To learn, the principle of 4D double diamond design to make “reciprocal corrections” between curriculum planning and teaching implementation as the teaching model framework was used. The results of this study show ”self-efficacy” has a significant positive effect on the “perceived usefulness” and “perceived ease of use” of users. “Learning anxiety” does not significantly predict the “perceived ease of use” or “perceived usefulness” of flipped learning using online e-learning. The “perceived ease of use” and “perceived usefulness” have positive impacts on the prediction of “behavioral intention” in flipped teaching using online digital teaching materials. The “perceived ease of use” has a positive and high impact on “perceived usefulness”. “Learning engagement” positively affects students’ actual “behavioral intention” towards learning. Students are highly receptive to learning new knowledge about science and technology. Full article
(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)
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