Promoting STEM content epistemology in Technology enhanced collaborative learning environments
In this paper the exploitationof a technologically supported learning environment is proposed so that teachers gain a deeper understanding of STEM (Science, Technology, Engineering and Mathematics) content epistemology, they become familiarized with the STEM methodology as well as they realize its added value in education settings. In this paper, a distance learning program (e-course) was developed to train teachers in the STEM teaching methodology. Sixteen teachers of Primary and Secondary sectorsof education participated in the program through implementing the Edmodo collaborative platform. The Cognitive Apprenticeship model, as a model of effective training in STEM methodology, combined with the Jigsaw Collaborative Strategy was applied. The experimental process was conducted in the context of problem-based learning while quantitative analysis was applied for the collection of data. The results of the teachers’ evaluation indicated that their involvement in STEM content implemented in an electronically appropriately designed environment, could enhance literacy in STEM content epistemology and the collaborative skills of learners.
Amador, J., & Mederer, H. (2013). Migrating Successful Student Engagement Strategies Online: Opportunities and Challenges Using Jigsaw Groups and Problem Based Learning. Retrieved (November 12, 2014), from https://goo.gl/h49Bhs
Archer, L., De Witt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617– 639.
Bagiati, A. & Evangelou, D. (2009). An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity. Proceedings of the Research in Engineering Education Symposium. Palm Cove, Queenland
Bird, M., Hammersley, M., Gomm, R., Woods, P. (1999). Educational research in practice: study manual. Patra: HOU.
Breiner, M. J., Johnson, C. C., Harkness, S. S. & Koelher M. C. (2012). What is STEM? A Discussion about Conceptions of STEM, Ιn Education and Partnerships. School Science and Mathematics, 112(1), 3-11.
Cohen L., Manion L. & Morrison K. (2008). Methodology of educational research, Athens: Metaihmio.
Constantino, T., E. (2002). Problem-based learning: A teaching approach to teaching aesthetics. Studies in Art Education, 43(3), 219
Creswell, J. (2011). Research in education: Planning, conducting and evaluating quantitative and qualitative research. Athens: Ellin Publications.
Dell’Olio, J. M. & Donk, T. (2007). Models of Teaching: Connecting Student Learning with Standards. SAGE Publications Inc. Part II (9).
Holland, C., & Muilenburg, L. (2011, March). Supporting student collaboration: Edmodo in the classroom. In Society for Information Technology & Teacher Education International Conference (Vol. 2011, No. 1, pp. 3232-3236).
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Circles of learning: Cooperation in the classroom. Edina, M.N.: Interaction.
Kasimati, Κ. (2006). The construction of the first mathematical concepts through the cross curricular approach of knowledge. At the Modern Kindergarten, 49, pp. 98-107.
Lipponen, L. (2002). Exploring Foundations for Computer-Supported Collaborative Learning,in Stahl G. (Ed.) Proceedings of CSCL 2002 “Computer support for collaborative learning: foundations for a CSCL community” Boulder, Colorado, USA, January 7 – 11, 2002. Lawrence Erlbaum Associates, Inc., p.72
Kasimati, Κ., & Papageorgiou, Th. (2013). Educationalscenario: The costume in Ancient Greece using e-portfolio. Paidagogical Logos 1, pp. 11-24.
KongchanCh. (2013). How Edmodo and Google Docs can change traditional classrooms. Presented at the European Conference on Language Learning 2013, Brighton, United Kingdom.
Mantzicopoulos, P., Samarapungavan, A. & Patrick, H. (2009). We learn how to predict and be a scientist: Early science experiences and kindergarten children’s social meanings about science. Cognition and Instruction, 27(4), 312-369.
Maryland State Department of Education (2012). Maryland State STEM Standards of practice, Framework GradeskΚ-5. Retrieved from http://mdk12.org/instruction/academies/MDSTEM Framework Grades K-5.pdf
Moore, T. J. (2008). STEM integration: Crossing disciplinary borders to promote learning and engagement. Invited presentation to the faculty and graduate students of the UTeach Engineering, UTeach Natural Sciences, and STEM Education program area at University of Texas at Austin, December 15, 2008.
Morrison, J. & Bartlett, B. (2009). STEM as a curriculum: An experimental approach. Education Week, 23, 28–31.
Morrison, J. (2006). TIES STEM education monograph series. Attributes of STEM education. Baltimore, MD: TIES.
National Academy of Engineering and National Research Council [NAE & NRC]. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington: National Academies Press.
Nicolescu, B. (2004). Gurdjieff’s philosophy of nature. In J. Needleman & G. Baker (Eds.), Gurdjieff (pp. 37-69). New York, NY: The Continuum International Publishing Group.
Parscal, T. (2006). Using the cognitive apprenticeship framework to teach asynchronous facilitation skills for faculty teaching in an online accelerated adult learning setting. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 2277-2282). Chesapeake, VA: AACE.
Partnerships for 21st Century Skills (2009). P21 Framework Definitions explained: White paper.Retrieved from http://cesa7techcoords.pbworks.com/w/file/fetch/26878349/p21_framework_definitions_052909.pdf
Petropoulou, Ο. (2011). Exploring Interactive Analysis Indicators in eLearning environments for the Evaluation of the Learners’ Performance. Doctoral thesis. University of Piraeus Department of Digital Systems.
Petropoulou, Ο., Kasimati, Α., & Retalis, S. (2015). Contemporary educational assessment with the use of educational technologies. Retrieved from http://hdl.handle.net/11419/233
Psycharis, S. (2016). Inquiry-based computational experiment, acquisition of threshold concepts and argumentation in science and mathematics education. Journal of Educational Technology & Society, 19(3), 282.
Psycharis, S., & Kotzampasaki, E. (2017, November). A Didactic Scenario for Implementation of Computational Thinking using Inquiry Game Learning. In Proceedings of the 2017 International Conference on Education and E-Learning (pp. 26-29). ACM.
Psycharis, S (2018) STEAM in Education: A Literature review on the role of Computational Thinking, Engineering Epistemology and Computational Science. Computational STEAM Pedagogy (CSP). SCIENTIFIC CULTURE, Vol.4, No.2, 51-72. https://sci-cult.com
Savery, J.R. & Duffy, T.M. (1996). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-37
Sripada, K. (2012). Neuroscience in the capital: Linking brain research and federal early childhood programs and policies. Early Education and Development, 23(1), 120–130.
Stohlmann, M., Moore, J. T. & Roehrig, H. G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34.
Thien, P. C., Phan, L. Van., Loi, N. K., Tho, Q. T., Suhonen, J. & Sutinen, E. (2013). Applying Edmodo to Serve an Online Distance Learning System for Undergraduate Students in Nong.
Thomson, A. M., & Perry, J. L. (2006). Collaboration Processes: Inside the Black Box. Public Administration Review, 66(s1), 20-32.
Trilling, B., Fadel, C. (2009). 21st Century Skills. Learning for Life in Our Times. San Francisco: Jossy-Bass
Tsay, M., & Brady, M. (2010). A Case Study of Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference? Journal of the Scholarship of Teaching and Learning
Vasquez, J., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3–8: integrating science, technology, engineering, and mathematics. Portsmouth, NH:Heinemann.
Veskoukis, V. &Retalis, S. (1999). Networked Learning with User‐Enriched Educational Material, Journal of Computer Assisted Learning, 15, pp 211‐220, September 1999.
Wilber, K. (2003). Foreword. In F. Visser, Ken Wilber: Thought as passion (pp. xi-xv). New York, NY: SUNY Press.
Wilson, B., Ludwig-Hardman, S., Thornam. C., & Dunlap, J. (2004). Bounded Community: Designing and facilitating learning communities in formal courses. The International Review of Research in Open and Distance Learning. Vol 5, No3. Available on the website: https://goo.gl/2mw6t7 (03/10/2017).
Yakman, G., & Hyonyong, L. (2012). Exploring the Exemplary STEAM Education. In: The U.S. as a Practical Educational Framework for Korea, 32(6), 1072–1086.
Zwart, R. (2007). Individual teacher learning in a context of collaboration in teams. Dissertation, ICLON, Universiteit van Leiden.
Copyright © Authors