Global STEM Navigators

Autor/in	Dalimonte, Cathy
Titel	Global STEM Navigators
Quelle	In: Science and Children, 51 (2013) 2, S.56-62 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	STEM Education; Cooperative Learning; Problem Based Learning; Teamwork; Student Projects; Active Learning; Grade 4; Learning Experience; Science Process Skills; Scoring Rubrics; Safety; Student Research; Online Searching; Success; Global Education; Discovery Learning; Learning Strategies; Teaching Methods; Educational Practices + Suchen Sie Ihr Suchwort? STEM; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Aktives Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Lernerfahrung; Scoring formulas; Auswertungsbogen; Sicherheit; Studentenforschung; Online-Recherche; Erfolg; Globales Lernen; Entdeckendes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	In the STEM classroom, students can work in collaborative teams to build those essential skills needed for the 21st-century world. In project-based learning (PBL), teams of four to six students are often randomly selected to describe a realistic situation that may occur in today's workplace; this may be done by counting off in fours, fives, or sixes, depending on class size, or having students sit at different tables as they enter the room. Additionally, the project-based learning experiences place students in STEM career roles, allowing them to explore jobs they may not have been aware existed prior to the lesson. The best way to illustrate this is to share an example of a STEM project-based learning experience designed and engaged in by fourth graders. The lesson described in this article allowed fourth-grade students to connect with the learning that was happening in their classrooms on entrepreneurship, government, and energy, while also being engaged in the "Next Generation Science Standards" (NGSS) crosscutting concepts of cause and effect, systems and system models, and structure and function. This PBL also addresses disciplinary core idea ETS1.A: Defining engineering problems, which states, "Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria)". This design aspect is also applied in the standards for Earth and human activity. Performance expectation 4-ESS3-2 emphasizes the ability for students to "generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans". (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10