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Education Sciences
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Methodological Issues in STE(A)M Education
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Methodological Issues in STE(A)M 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 October 2023) | Viewed by 5031

Special Issue Editors

Dr. Roberto Capone

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Guest Editor
Department of Mathematics, University of Bari Aldo Moro, 70121 Bari, Italy
Interests: STE(A)M education; interdisciplinarity; methodological and technological innovations for resources for mathematics education; lesson study for teachers’ professional development; blended learning
Dr. Lynda Ball

E-Mail Website
Guest Editor
MGSE, The University of Melbourne, Parkville, VIC 3010, Australia
Interests: STE(A)M education; technology in mathematics education; mathematics education; teachers’ professional development
Prof. Dr. Eleonora Faggiano

E-Mail Website
Guest Editor
Department of Mathematics, University of Bari Aldo Moro, 70121 Bari, Italy
Interests: STE(A)M education; teachers’ professional development; interdisciplinary approaches in mathematics education; digital resources in STE(A)M education
Prof. Dr. Zelha Tunç-Pekkan

E-Mail Website
Guest Editor
1. Mathematics and Science Education, MEF University, İstanbul 34396, Turkey
2. (Visiting Scholar) School of Education, Duquesne University, Pittsburgh, PA 15282, USA
Interests: STE(A)M education; technology in mathematics education; mathematics education; teachers’ professional development; children’s construction of mathematical knowledge

Special Issue Information

Dear Colleagues,

In recent years, the term STEM has become a catalyst for various reflections concerning the concept of technological innovation and education. Indeed, as we have seen, thanks to the pandemic, technologies offer opportunities to deal with real situations, and an integrated approach to teaching and learning can help in shaping responsible, motivated, and competent new generations. On the other hand, new generations need to manage and cope with an increasingly complex society, where every situation must be observed from multiple perspectives and new ways of thinking must be developed. Taking this into account, the STE(A)M-focused approach was introduced, incorporating the study of the humanities, language arts, dance, drama, music, visual arts, design, new media, and more.

The interdisciplinarity which characterized the STE(A)M approach can contribute to deepen the understanding of STEM disciplines. However, to foster the advancement of STE(A)M education, there is a need for investigations on some important aspects, such as the role and the training of teachers or the role and the use of innovative technologies. Attempting to fulfill this aim, this Special Issue welcomes contributions focusing on methodological issues concerning STE(A)M education. We are interested, in particular, in studies that address the use of technology in STE(A)M education, such as, for example, the design and implementation of blended learning environments, innovative pedagogies and curricula (K-16) that promote successful learning, and teachers’ professional development practices (including Lesson Study). Submissions that address specific challenges to improve student achievement, i.e., approaches used to promote student engagement, motivation, and participation, will be also appreciated.

There are no methodological restrictions, but this Special Issue aims to foster multi-disciplinary research and development through contributions that are empirically grounded and blend subject content expertise and educational endeavors. So, all research methods will be considered, including quantitative, qualitative, and mixed-methods research.

The topics of this Special Issue include, but are not limited to, the following:

  1. Interdisciplinarity in mathematics education, including the crossroads of science and humanities;
  2. STE(A)M teachers’ professional development;
  3. Teaching methodologies in STE(A)M education;
  4. Teachers’ perceptions of using emerging technologies for STE(A)M;
  5. Students’ motivation, engagement and participation using technology for STE(A)M;
  6. Distance learning, blended learning, online learning, e-learning, ubiquitous learning in STE(A)M education;
  7. Design, implementation, and evaluation of online STE(A)M learning and teaching using emerging technologies;
  8. Gamification in STE(A)M Education.

Dr. Roberto Capone
Dr. Lynda Ball
Prof. Dr. Eleonora Faggiano
Prof. Dr. Zelha Tunç-Pekkan
Guest Editors

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

  • STE(A)M education
  • interdisciplinarity
  • innovative technologies
  • teachers’ professional development
  • blended learning

Published Papers (3 papers)

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Research

21 pages, 1260 KiB  
Article
Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training
by Raffaele Casi and Cristina Sabena
Educ. Sci. 2024, 14(5), 489; https://doi.org/10.3390/educsci14050489 - 2 May 2024
Viewed by 508
Abstract
Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and [...] Read more.
Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments. Full article
(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)
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27 pages, 1511 KiB  
Article
Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem
by André Greubel, Hans-Stefan Siller and Martin Hennecke
Educ. Sci. 2024, 14(1), 104; https://doi.org/10.3390/educsci14010104 - 17 Jan 2024
Viewed by 874
Abstract
Since the practice turn, the contemporary education landscape has been shifting from mere knowledge dissemination to empowering students to solve problems. Special emphasis is given to problems on which students work for an extended period (at least several hours; frequently multiple school days). [...] Read more.
Since the practice turn, the contemporary education landscape has been shifting from mere knowledge dissemination to empowering students to solve problems. Special emphasis is given to problems on which students work for an extended period (at least several hours; frequently multiple school days). While working on such problems, it is essential to employ a variety of activities. Two of these are working with models and evaluating models and their results. One topic that has received little attention up to now is the question of to what extent educators are able to apply these skills. This study, fundamentally exploratory in nature, seeks to delve into such an assessment by evaluating the competence of n=20 educators in estimating and evaluating building evacuation duration using digital simulations. Our results show that the participants self-assessed as being able to solve such exercises. However, this was contrasted by our external assessment of the solutions provided by the participants, which showed that the solutions lacked in quality. Full article
(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)
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22 pages, 1071 KiB  
Article
A Novel Methodology to Develop STEAM Projects According to National Curricula
by Nicolás Montés, Alberto Zapatera, Francisco Ruiz, Laura Zuccato, Sandra Rainero, Amerigo Zanetti, Ketty Gallon, Gabriel Pacheco, Anna Mancuso, Alesandros Kofteros and Matina Marathefti
Educ. Sci. 2023, 13(2), 169; https://doi.org/10.3390/educsci13020169 - 6 Feb 2023
Cited by 3 | Viewed by 2521
Abstract
The objective of this work is the elaboration of a methodology to develop STEAM projects (Science (S), Technology (T), Engineering (E), Art (A) and Mathematics (M)). The methodology proposed in this article is part of the results of the project ERASMUS+DART4City (2020-1-ES01-KA227-SCH-095545) “Empowering [...] Read more.
The objective of this work is the elaboration of a methodology to develop STEAM projects (Science (S), Technology (T), Engineering (E), Art (A) and Mathematics (M)). The methodology proposed in this article is part of the results of the project ERASMUS+DART4City (2020-1-ES01-KA227-SCH-095545) “Empowering Arts and creativity for the cities of tomorrow”, whose objective is to design a methodology in order to develop STEAM projects from European curricula. The proposed methodology emerges after analysing, among others, the curricula from Spain, Italy, Cyprus, France, Finland and Germany, taking into account the international perspective of STEAM education, their priorities and problems. The proposal has two variants: “forward” and “backward”. Both variants begin with the analysis of the curriculum in which the contents are grouped by similarity, classified according to STEAM disciplines so that the thematic areas can be obtained. Subsequently, in the “forward” variant, the thematic areas with most connections are selected as areas of opportunity; for the development of the STEAM project, so from the “forward” methodology, the teacher will be able to select an area of opportunity and develop the project around it, so, the concept or project idea comes from an area of oportunity. The “backward” variant starts from a concept considered interesting for society or just for the teacher and which will become the main theme of the STEAM project and, from that concept, we will select the thematic areas of the curriculum that can be included in the project. The main difference bewteen both methodologies is that in the “forward” variant, the STEAM project concept comes from an area of oportunity detected in the curriculum meanwhile in the “backward” variant the concept of the STEAM project comes from the teacher, without taking into acount, initially, the curriculum. This article shows an example of application of each variant. From the “forward” variant, the STEAM project “Sustainable City” is shown for years 4, 5 and 6 of Primary Education, which has been carried out from the opportunity area “Sustainability”. From the “backward” variant, we develop the STEAM project, whose main theme is cooking, in which, based on this theme, 10 tests are developed, each of them related to different thematic areas of the Spanish curriculum. Full article
(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)
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