How Can Emerging Technologies Impact STEM Education?
Journal for STEM Education Research,
Год журнала:
2023,
Номер
6(3), С. 375 - 384
Опубликована: Ноя. 16, 2023
Язык: Английский
How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps
International Journal of STEM Education,
Год журнала:
2023,
Номер
10(1)
Опубликована: Окт. 10, 2023
Abstract
Background
Early
exposure
to
Computer
Science
(CS)
and
Computational
Thinking
(CT)
for
all
is
critical
broaden
participation
promote
equity
in
the
field.
But
how
does
introduction
of
CS
CT
into
primary
school
curricula
impact
learning,
perception,
gaps
between
groups
students?
Methodology
We
investigate
a
CS-curricular
reform
teacher
Professional
Development
(PD)
programme
from
an
standpoint
by
applying
hierarchical
regression
structural
equation
modelling
on
student
learning
perception
data
three
studies
with,
respectively,
1384,
2433
1644
grade
3–6
students
(ages
7–11)
their
83,
142
95
teachers.
Results
Regarding
instruction
appears
contribute
closing
performance
gap
low-achieving
high-achieving
students,
as
well
pre-existing
gender
gaps.
Despite
lack
direct
influence
what
was
taught
there
no
teachers’
demographics
or
motivation
with
CS-PD
positively
influencing
learning.
perceive
its
teaching
tools
(robotics,
tablets)
positively,
even
more
so
when
they
role
model
close
them
doing
CS.
Nonetheless,
differences
exist
around
boys
perceiving
than
girls
despite
access
education.
However,
CS-education
affects
differently:
larger
are
(namely
those
related
robotics),
while
smaller
increasing
tablets).
Conclusion
This
article
highlights
curricular
impacts
supports
importance
(i)
early
introductions
all;
(ii)
preparing
teachers
teach
removing
outcomes;
(iii)
having
developmentally
appropriate
activities
that
signal
students.
Язык: Английский
Demystifying early childhood computational thinking: An umbrella review to upgrade the field
Future in Educational Research,
Год журнала:
2024,
Номер
2(4), С. 458 - 477
Опубликована: Май 30, 2024
Abstract
By
transforming
abstract
problems
into
tangible
solutions,
computational
thinking
(CT)
emerges
as
a
foundational
competency.
This
umbrella
review
synthesizes
the
current
landscape
of
CT
in
early
childhood,
pivotal
for
fostering
21st‐century
skills
across
multiple
domains.
A
systematic
search
Scopus,
ACM
Digital
Library,
and
Web
Science
yielded
13
studies
analysis,
addressing
integration
childhood
education.
Employing
narrative
synthesis
approach,
illuminated
key
findings
highlighted
future
research
trajectories.
Findings
indicate
centrality
creating
sequences
events
imparting
recommending
more
sophisticated
concepts
like
loops
conditionals
older
children.
Instructional
designs
unearthed
include
scaffolding
with
narratives,
objects,
physical
embodiments,
balancing
structured
tasks
open‐ended
engagement.
Three
categories
kits
were
discerned:
physical,
virtual,
hybrid
kits.
The
Bee‐Bot
various
LEGO
prevalent
among
learning
tools,
interfaces
ranging
from
buttons
to
systems.
Efficacy
was
noted
activities
unplugged
applications
robotics
enhancing
concrete
understanding
competencies
coding,
CT,
spatial
skills.
Concluding
remarks
discuss
gaps,
prospects,
provide
actionable
insights
educators
policy
makers,
calling
co‐creation
an
ecosystem
curricula.
Язык: Английский
Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms
International Journal of STEM Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Окт. 7, 2024
Although
computational
thinking
(CT)
is
becoming
increasingly
prevalent
in
K-12
education,
many
teachers
find
it
challenging
to
integrate
with
their
classroom
learning.
In
this
systematic
review,
we
have
reviewed
empirical
evidence
on
teachers'
computational-thinking-focused
professional
development
(PD).
The
findings
depict
the
landscape
of
what
has
been
done
terms
how
PDs
designed,
CT
conceptualized,
learning
outcomes
assessed,
and
supported
integrating
into
teaching
practices.
We
further
summarized
lessons
learned
from
discussed
gaps
as
field
moves
forward.
These
shed
light
supporting
first
step
creating
an
effective
model
for
education.
Язык: Английский
The transfer effect of computational thinking (CT)-STEM: a systematic literature review and meta-analysis
International Journal of STEM Education,
Год журнала:
2024,
Номер
11(1)
Опубликована: Сен. 9, 2024
Язык: Английский
Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency
International Journal of STEM Education,
Год журнала:
2023,
Номер
10(1)
Опубликована: Ноя. 4, 2023
Abstract
Background
There
exist
shared
competencies
between
computational
thinking
(CT)
and
mathematics,
these
two
domains
also
mutually
benefit
from
various
teaching
approaches.
However,
the
linkages
mathematics
lack
robust
empirical
support,
particularly
student-centered
learning
perspectives.
Our
study
aimed
to
enhance
our
understanding
of
connections
students'
thinking.
To
assess
learning,
we
measured
their
beliefs
about
level
mathematical
literacy
(ML).
hypothesis
posited
that
concerning
encompassing
views
on
nature
attitude
towards
subject,
can
both
directly
indirectly
influence
CT,
with
ML
serving
as
a
mediating
factor.
data
were
gathered
through
surveys
tests
administered
eighth-
ninth-grade
students.
Data
analyzed
using
partial
least
squares–structural
equation
modeling
(PLS–SEM).
Results
The
evaluation
measurement
model
indicated
strong
internal
consistency
for
each
construct.
Both
convergent
discriminant
validity
established.
Upon
assessing
structural
model,
it
was
found
positively
predicted
attitudes
this
belief
positive
mathematics.
In
addition,
CT
subscales.
Notably,
comprehensive
effect
identified
in
analysis.
Conclusions
This
advances
relationships
CT.
We
have
further
confirmed
importance
predicting
its
role
It
is
suggested
teachers
could
promote
students’
competence
by
enhancing
or
integrating
into
same
activities.
Finally,
propose
upcoming
investigations
treat
assessments
formative
constructs,
diverging
reflective
counterparts.
Язык: Английский
State-of-the-Art of STEAM Education in Science Classrooms: A Systematic Literature Review
Open Education Studies,
Год журнала:
2024,
Номер
6(1)
Опубликована: Янв. 1, 2024
Abstract
STEAM
education
is
designed
to
prepare
students
for
the
twenty-first-century
life
skills
and
has
been
extensively
investigated
in
past
10
years.
Given
rapid
evolution
of
educational
practices
diverse
ways
which
implemented
science
classrooms,
there
an
urgent
need
analysis
current
outlook
within
classrooms
context.
In
this
article,
22
empirical
studies
were
included
highlight
methodology,
characteristics,
pedagogical
approaches
STEAM-based
learning.
Findings
suggest
that
plays
important
role
fostering
students’
should
be
manifested
by
student-centered
learning
approaches.
This
study
holds
significant
implications
providing
direction
future
regarding
classroom
settings.
Язык: Английский
The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability
Lauren Birney,
D. McNamara
Journal of Curriculum and Teaching,
Год журнала:
2024,
Номер
13(1), С. 394 - 394
Опубликована: Фев. 15, 2024
Increasing
students’
confidence
in
their
technological
ability
has
been
found
to
have
a
broader
impact
on
content
knowledge
several
subject
areas,
but
most
strikingly,
STEM
(science,
technology,
engineering,
and
mathematics).
A
sample
of
513
students
grades
6
through
12
the
New
York
City
public
school
system
were
questioned
perceived
after
participating
The
Curriculum
Community
Environmental
Restoration
Science
(STEM
+
Computer
Science)
Project,
hereafter
referred
as
CCERS
C
Project.
Also
explored
was
access
technology
determine
if
this
would
be
factor
student
self-efficacy
ability.
Analysis
revealed
that
science
both
strengthened
participation
project.
Additionally,
study
working
alongside
professionals
exposure
careers
also
contributing
factors.
aims
increased
would,
turn,
increase
skills
positive
effect
self-confidence
content.
results
contribute
body
research
suggests
greater
may
an
important
self-agency
academic
achievement.
Язык: Английский