STEM Education: Creative Designs and Models

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

Deadline for manuscript submissions: 31 December 2024 | Viewed by 5475

Special Issue Editors


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Guest Editor
Center for Research in Science Education and Communication, Department of Mathematic and Computer Science, University of Southern Denmark, 5230 Odense, Denmark
Interests: creativity studies; STEM education; science communication; participatory science; pedagogical design; problem- and project-based learning; teacher education; AI and education; playful learning
Software College, Northeastern University, Shenyang 110819, China
Interests: STEM education; artificial intelligence; PBL theory and applications; deep learning

Special Issue Information

Dear Colleagues,

The initiative of STEM education was proposed by the National Science Foundation in the US in the late 1990s. It was expected to provide students with critical thinking skills that would make them creative problem solvers and, ultimately, more marketable in the workforce (White, 2014). It typically includes educational activities across all grade levels, from pre-school to post-doctorate, and in both formal and informal classroom settings (Kennedy & Odell, 2014).

Recently, STEM education has been viewed as foundational for economic growth by many other countries such as the UK, Australia, Canada, Denmark, Spain, Germany and China (Zhou, 2020). Driven by the movement, diverse research areas have been explored, including education reform (Talanquer, 2014), learning materials (Sirakaya & Sirakaya, 2020), academic culture (Suchman, 2014), education design (Lowrie et al., 2018), etc.

This Special Issue focuses on creative designs and models in STEM education. This involves the principles, processes, and practices of pedagogical designs and development of diverse teaching methods and instructional models. This also involves problem-based learning, project-based learning, inquiry-based learning, art-based learning, online teaching and learning, social emotional learning, diverse methods of active learning, etc. In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

  • Theories and concepts for developing creative designs and models;
  • Technologies and tools that support processes of teaching and learning;
  • Blended and hybrid learning environment design;
  • Design methodologies in university teaching and learning;
  • Models of continuing professional development;
  • Participatory models and students’ engagement;
  • The link between formal and informal learning environments;
  • Evaluation of the creative pedagogical designs and models;
  • Designing inclusive and accessible learning experiences and materials;
  • Education design for 21st century skills.

We look forward to receiving your contributions.

White, D. W. (2014). What is STEM education and why is it important?. Florida Association of Teacher Educators Journal, 14(1), 1-9. 

Kennedy, T. J. & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.

Zhou, C. (2020). Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities: Emerging Research and Opportunities. IGI Global.

Talanquer, V. (2014). DBER and STEM education reform: Are we up to the challenge?. Journal of Research in Science Teaching, 51(6), 809-819.

Sirakaya, M. & Sirakaya, D. A. (2020): Augmented reality in STEM education: a systematic review. Interactive Learning Environments, DOI: 10.1080/10494820.2020.1722713.

Suchman, E. L. (2014). Changing academic culture to improve undergraduate STEM education. Trends in Microbiology, 22(12), pp. 657-659. 

Lowrie, T., Leonard, S. & Fitzgerald, R. (2018). STEM Practices: A translational framework for large-scale STEM education design. Educational Design Research, 2(1), 1-20.

Dr. Chunfang Zhou
Dr. Wei Zhang
Guest Editors

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Keywords

  • STEM education
  • design
  • instructional model
  • practice
  • technology
  • teacher education
  • 21st century skills
  • participation
  • assessment
  • formal and informal learning
  • inclusive education

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Published Papers (4 papers)

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Research

17 pages, 12922 KiB  
Article
Analysis of Intervention Effects of Prototyping Utilizing UI Stencils in Elementary School Students
by Toshiharu Igarashi and Yu Chen
Educ. Sci. 2024, 14(11), 1174; https://doi.org/10.3390/educsci14111174 - 28 Oct 2024
Viewed by 374
Abstract
This study examines the impact of using stencils in paper prototyping on work time, subjective burden, and idea generation among Japanese sixth-grade students, focusing on the role of personality traits, specifically openness. Two groups were involved: Group 1 used stencils after a lecture, [...] Read more.
This study examines the impact of using stencils in paper prototyping on work time, subjective burden, and idea generation among Japanese sixth-grade students, focusing on the role of personality traits, specifically openness. Two groups were involved: Group 1 used stencils after a lecture, and Group 2 worked freehand without prior instruction. Results showed no significant difference in work time; however, a reduction in subjective burden was noted in the stencil group. While no significant correlation was found between openness and the number of stencil icons used, children with higher openness scores engaged more intensively, suggesting that stencils influence the quality and depth of engagement. The findings highlight the importance of tailored educational approaches to enhance learning outcomes. Full article
(This article belongs to the Special Issue STEM Education: Creative Designs and Models)
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23 pages, 7056 KiB  
Article
From Tiles to Worksheet: Exploring Concreteness Fading in Learning Vector Addition
by Yilang Zhao
Educ. Sci. 2024, 14(7), 730; https://doi.org/10.3390/educsci14070730 - 4 Jul 2024
Viewed by 816
Abstract
Teaching vector addition seems challenging in secondary-level mathematics education. Vector addition requires both geometric and algebraic understandings, and the overreliance on abstract representations causes students difficulties in learning this complex mathematics skill. The concreteness fading framework is promising for effectively teaching complex mathematical [...] Read more.
Teaching vector addition seems challenging in secondary-level mathematics education. Vector addition requires both geometric and algebraic understandings, and the overreliance on abstract representations causes students difficulties in learning this complex mathematics skill. The concreteness fading framework is promising for effectively teaching complex mathematical topics in a progressive way. This study explores the contribution of concreteness fading to learning by implementing an instructional intervention for eighth graders on vector addition. Through a grounded theory method, this research reveals key concreteness fading mechanisms: (1) consistent design elements establish inter-task connections; (2) the fading task facilitates the co-building of operational and procedural knowledge; and (3) unfamiliar symbols within tasks promote mathematical sense-making. These findings suggest the potential for future studies to incorporate concreteness fading as a valuable strategy for enhancing the learning experience on complex mathematical subjects. Full article
(This article belongs to the Special Issue STEM Education: Creative Designs and Models)
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19 pages, 521 KiB  
Article
Rural Research and Development Corporations’ Connection to Agricultural Industry School Partnerships
by Molly O’Dea, Amy Cosby, Jaime K. Manning, Nicole McDonald and Bobby Harreveld
Educ. Sci. 2024, 14(3), 271; https://doi.org/10.3390/educsci14030271 - 5 Mar 2024
Cited by 2 | Viewed by 1452
Abstract
The Australian Government has prioritized science, technology, engineering, and mathematics (STEM) education in recent years to ensure that the country has an adequate future workforce. The agriculture industry is a major employer with a diverse range of occupations heavily focused on STEM. Many [...] Read more.
The Australian Government has prioritized science, technology, engineering, and mathematics (STEM) education in recent years to ensure that the country has an adequate future workforce. The agriculture industry is a major employer with a diverse range of occupations heavily focused on STEM. Many students do not realize the career opportunities in the sector, which is currently facing severe workforce shortages. Industry school partnerships (ISPs) have been identified as one creative model to improve students’ knowledge of an industry and aspirations for associated careers. Whilst ISPs have been implemented in the STEM context, limited research understands how industry organizations are involved in, influence, and interconnect with ISPs. Australia’s Rural Research and Development Corporations (RRDCs) are legislated agricultural industry bodies and were selected to investigate due to the value ISPs could provide to this STEM-focused industry with workforce shortages. This qualitative case study analyzed data from the most current RRDC strategic and annual operating plans as of 27 July 2023 and semi-structured interviews with an employee(s) in a position relevant to student education of all 15 RRDCs in 2022. The key findings were that ISPs were considered part of the solution to address industry sustainability, though RRDCs were commonly only informally involved. Collaboration between industry partners, facilitators, and teachers at strategic and management levels and across commodities was essential. RRDCs were found to be strongly connected to ISP ecosystems through their role in research and development. We argue that RRDCs are positioned as essential stakeholders with the scope to improve agricultural ISP ecosystems as part of their role in driving agricultural innovation. These findings support the application of ecological systems theory to agricultural ISPs and help us to understand these structures. This paper aims to help those creating ISPs to consider and understand all stakeholders, including industry bodies, to deliver quality future partnerships that benefit both STEM sectors and primary and secondary student education. Full article
(This article belongs to the Special Issue STEM Education: Creative Designs and Models)
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14 pages, 1187 KiB  
Article
Computational Thinking (CT) towards Creative Action: Developing a Project-Based Instructional Taxonomy (PBIT) in AI Education
by Chunfang Zhou and Wei Zhang
Educ. Sci. 2024, 14(2), 134; https://doi.org/10.3390/educsci14020134 - 29 Jan 2024
Viewed by 1918
Abstract
This paper aims to develop a new model of Project-Based Instructional Taxonomy (PBIT) that provides a tool of course design that facilitates Computational Thinking (CT) development as creative action in solving real-life problems. Theoretically, PBIT is built on an integrative framework bringing together [...] Read more.
This paper aims to develop a new model of Project-Based Instructional Taxonomy (PBIT) that provides a tool of course design that facilitates Computational Thinking (CT) development as creative action in solving real-life problems. Theoretically, PBIT is built on an integrative framework bringing together with studies on CT education, creativity, Bloom’s Taxonomy, and Project-Based Instruction (PBI). This guides the course design to make alignment between diverse elements including education objectives, categories of CT, levels of learning ability, process of project facilitation, and methods of grading. A case will be discussed that focuses on a course Deep Learning and Technologies in AI bachelor program at Northeastern University (NEU) in China. It also shows how PBIT is applied in teaching practice that benefits students’ CT development. As the conclusion indicates, this paper has contributions to future research on creativity, PBI, CT, and AI education. Full article
(This article belongs to the Special Issue STEM Education: Creative Designs and Models)
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