Piloting Innovative Learning Experiences: Outcomes of Digital Fabrication Activities across Five Classrooms

Autor/inn/en	Alexander, Curby; Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra
Titel	Piloting Innovative Learning Experiences: Outcomes of Digital Fabrication Activities across Five Classrooms
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 38 (2019) 2, S.115-152 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Educational Technology; Technology Uses in Education; STEM Education; Teaching Methods; Grade 4; Grade 5; Elementary School Students; Learning Activities; Experiential Learning; Student Attitudes; Self Efficacy; Design; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	Declining academic achievement across U.S. schools, particularly in mathematics and science, has prompted several initiatives to increase the quality of teaching in science, technology, engineering, and mathematics (STEM). The National Science Foundation initiated the Innovative Technology Experiences for Students and Teachers (ITEST) program in order to develop new instructional methods that promote deep engagement in science, technology, engineering and mathematics. This study examines, based on research funded by ITEST, outcomes from five classroom-based digital fabrication implementations, all part of the same study, and particularly, within each classroom the effect on student attitudes toward STEM subjects and careers. The study employed a quantitative design involving fourth- and fifth-grade students from five classrooms in two different schools, with each classroom focused on one or more of the following activities: wind-generated electricity, simple machines, 3-dimensional puzzles, or solar-powered satellites. Data were collected using items from the National Assessment of Academic Progress (NAEP) and Trends in International Mathematics Science Study (TIMSS) at the beginning and end of the school year. The findings provide evidence of positive changes in attitudes toward STEM subjects and careers across multiple classrooms. Applications of these findings and directions for future studies are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01