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Education Sciences
Special Issues
Enhancing STEM Education through Collaborative Learning Approaches
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Enhancing STEM Education through Collaborative Learning Approaches

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 4622

Special Issue Editors

Dr. Kristin L. Cook

E-Mail Website
Guest Editor
School of Education, Bellarmine University, Louisville, KY 40205, USA
Interests: STEM education; science education; teacher education; teaching and learning
Dr. Jessica Ivy

E-Mail Website
Guest Editor
School of Education and Counseling, Purdue University Northwest, Hammond, IN, USA
Interests: STEM education; mathematics education; digital fabrication and 3D printing as tools for teaching and learning; TPACK

Special Issue Information

Dear Colleagues,

In response to calls for STEM education that builds all students’ agency and sense of belonging, teachers and leaders are being encouraged more and more to consider how to equitably implement integrated STEM education for all—both in the formal classroom and beyond. This Special Issue is designed to help educators consider the best practices in collaborative STEM learning experiences that are inclusive of all students and allow them to experience and build their STEM identity. In doing so, the focus of this Special Issue will be to explore collaborative strategies to inspire meaningful and impactful STEM learning. 

Through a collection of research and practitioner-based papers focused on collaborative approaches in STEM education, readers will come away with a strong sense of the best practices in STEM education to ensure coherent and standards-aligned teaching across disciplines through authentic opportunities to meaningfully engage students.

Contributions encompassing a wide range of themes related to this topic are welcome, including but not limited to:

  • Examination of pedagogical strategies that facilitate collaboration in STEM education;
  • Exploration of effective collaborative strategies within science, math, and/or STEM-related contexts;
  • Examination of the impact of collaborative STEM education on students' conceptual understanding and achievement;
  • Evaluation of the challenges and benefits of incorporating collaboration in STEM education;
  • Laying the foundation for effective collaboration through theoretical and conceptual frameworks in STEM education;
  • Integrating social justice and culturally relevant pedagogy through collaboration in STEM education;
  • Supporting special populations with collaboration through STEM education;
  • Assessing affective student outcomes of collaboration in STEM education.

Dr. Kristin L. Cook
Dr. Jessica Ivy
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

  • STEM education
  • research-based practices
  • collaborative learning

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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19 pages, 541 KiB  
Article
Buddychecking, a Way to Enhance Student Participation in Bioscience Project-Based Learning
by David Wood and Md Zahidul Islam Pranjol
Educ. Sci. 2024, 14(10), 1103; https://doi.org/10.3390/educsci14101103 - 10 Oct 2024
Viewed by 927
Abstract
Project-based learning (PBL) is a widely used active learning approach in science, technology, engineering and mathematics (STEM) education, but concerns about unequal participation in group work can arise. To address this, we incorporated peer evaluation via the Buddycheck tool into a summative PBL [...] Read more.
Project-based learning (PBL) is a widely used active learning approach in science, technology, engineering and mathematics (STEM) education, but concerns about unequal participation in group work can arise. To address this, we incorporated peer evaluation via the Buddycheck tool into a summative PBL assessment. In this study, students worked in small groups to create and present posters, with Buddycheck enabling them to evaluate each other’s contributions. This peer evaluation process generated an adjustment factor, which was applied to the final group mark to assign individual grades based on performance. Students reported that the peer evaluation promoted fairness in grading and increased their accountability, leading to higher engagement in group activities. They also found the exercise valuable for consolidating their knowledge and improving communication skills. Overall, the use of Buddycheck in PBL was well received, with students expressing greater satisfaction and a sense of equity in the grading process. The tool not only improved learning outcomes but also contributed to better group dynamics and an overall improvement in final grades. Full article
(This article belongs to the Special Issue Enhancing STEM Education through Collaborative Learning Approaches)
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15 pages, 431 KiB  
Article
Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement
by Audrey Meador, Pamela Lockwood, Vinitha Subburaj and Anitha Subburaj
Educ. Sci. 2024, 14(9), 945; https://doi.org/10.3390/educsci14090945 - 28 Aug 2024
Viewed by 782
Abstract
Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this [...] Read more.
Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population Full article
(This article belongs to the Special Issue Enhancing STEM Education through Collaborative Learning Approaches)
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Other

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9 pages, 1638 KiB  
Brief Report
Teaching Statistics for the Social Sciences Using Active Learning: A Case Study
by Daniel Douglas
Educ. Sci. 2024, 14(11), 1163; https://doi.org/10.3390/educsci14111163 - 26 Oct 2024
Viewed by 688
Abstract
US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical [...] Read more.
US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses. Full article
(This article belongs to the Special Issue Enhancing STEM Education through Collaborative Learning Approaches)
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