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Active Methodology and Sustainability for STEAM Education and Innovation in Formative Assessment

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 21129

Special Issue Editors

Prof. Dr. Jin Su Jeong

E-Mail Website
Guest Editor
Department of Science and Mathematics Education, Training Teaching School, University of Extremadura, 10003 Cáceres, Spain
Interests: sustainability; STEAM; teaching and learning; flipped classroom; affective domain; climate change; teacher training; ICT; E-learning; collaborative learning; fuzzy-MCDA; escape room; gamification; service learning; future classroom; inclusive learning
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. David González-Gómez

E-Mail Website
Guest Editor
Department of Science and Mathematics Education, Training Teaching School, University of Extremadura, 10003 Cáceres, Spain
Interests: science education; sustainable education; flipped methodology; science teaching methodologies; pre-service teaching education; affective domain in science and sustainable teaching; active teaching methodologies; STEM education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

With this Special Issue, titled “Active Methodology and Sustainability for STEAM Education and Innovation in Formative Assessments ”, we aim to highlight the necessary literature to attend to the challenges required to deliver appropriate information on science, technology, engineering, arts, and mathematics (STEAM) education to scholars and professionals of different educational degrees and practical areas. In particular, STEAM is either partially or fully a part of the curricula of many educational institutions, and has possible applications in various working disciplines. However, concerted attempts must be made regarding the correct employment and development of sustainability-oriented themes in order to achieve the Sustainable Development Goals (SDGs) in higher education institutes (HEIs) and fresh assessments, as well as in the ongoing challenges and tasks of formative assessment.

Therefore, with this Special Issue, we will publish articles, reviews, short notes, etc., on innovative and active approaches and advanced research in sustainable STEAM education and innovation in formative assessments. We will consider theoretical, methodological, and empirical research works on teaching and learning, competencies and assessment, policy, program development and implementation, instructor preparation, community- and project-based learning, institutional collaborations and partnerships, and other relevant subjects. Particular emphasis will be placed on innovative and active teaching/learning approaches and methodologies that have been substantiated to be relevant on sustainable STEAM education in formative assessment, not only considering the cognitive domain of the learning process, but also the affective domain, such as the flipped classroom, blended learning, escape rooms, gamification, virtual reality, eLearning, online learning, and service-learning.

Prof. Dr. Jin Su Jeong
Prof. Dr. David González-Gómez
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • STEAM education
  • Education innovation and technology
  • Formative assessment
  • Innovative teaching methodologies for sustainable STEAM education
  • Sustainable Development Goals (SDGs)
  • Active teaching methodologies
  • Teaching/learning methodologies
  • Gamification and escape room
  • Sustainability and climate change
  • Cognitive/affective domain research
  • Teacher training and higher education.

Published Papers (3 papers)

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Research

18 pages, 3207 KiB  
Article
Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development
by Chung Kwan Lo and Gaowei Chen
Sustainability 2021, 13(15), 8610; https://doi.org/10.3390/su13158610 - 02 Aug 2021
Cited by 4 | Viewed by 2262
Abstract
The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two [...] Read more.
The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers. Full article
(This article belongs to the Special Issue Active Methodology and Sustainability for STEAM Education and Innovation in Formative Assessment)
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24 pages, 13682 KiB  
Article
A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning
by Peng-Wei Hsiao and Chung-Ho Su
Sustainability 2021, 13(7), 3772; https://doi.org/10.3390/su13073772 - 29 Mar 2021
Cited by 39 | Viewed by 12983
Abstract
In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries [...] Read more.
In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies. Full article
(This article belongs to the Special Issue Active Methodology and Sustainability for STEAM Education and Innovation in Formative Assessment)
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19 pages, 858 KiB  
Article
Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers
by Míriam Hernández-Barco, Jesús Sánchez-Martín, Isaac Corbacho-Cuello and Florentina Cañada-Cañada
Sustainability 2021, 13(6), 3385; https://doi.org/10.3390/su13063385 - 18 Mar 2021
Cited by 17 | Viewed by 4562
Abstract
Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational [...] Read more.
Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission. Full article
(This article belongs to the Special Issue Active Methodology and Sustainability for STEAM Education and Innovation in Formative Assessment)
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