Scientix 4th SPNE Barcelona 16 April 2015: STEAM@school

STEM@school:

an integrated approach to teaching STEM.

April 16th 2015, Barcelona

The concept?

Perceived problem…

STEM: opportunity for youngsters.

Number unemployed with STEM-degree is very low !

• VRWI study:

Students graduating in a STEM area:

‒ secundary education: 43.4%

‒ higher education: 19%

• Why don’t students choose for STEM ?

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[van den Berghe W., De Martelaere D., “Kiezen voor STEM. De keuze van jongeren voor technische en wetenschappelijk studies”, VRWI, 2012]

ROSE project

• The ROSE project: Relevance Of Science Education

http://Roseproject.no

Sjoberg, Schreiner, “The Rose project: An overview and key findings”

International study regarding the attitude towardsscience and technology.

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Assumption

• Relevance of STEM must be obtained in (primary and) secondary education throughintegration of the different STEM subjects in a school’s curriculum by creating a single STEM course.

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What is STEM@School?

STEM@School

• 4 year research project:‒ Start of the project: june 2014

‒ End of the project: june 2018

• Financed by IWT

(Innovation in Science and Technology)

STEM@school - partners

‒ KULeuven-ESAT-MICAS (Department of Engineering)

‒ KULeuven-SLO-physics (Teacher Training Centre)

‒ KULeuven-HIVA (Research Institute for Work and Society)

‒ UA-educational sciences

‒ VSKO (educational umbrella organization)

‒ GO! (educational umbrella organization)

Goals of the project

• Developing, adaptation, testing, validation andimplementation of a STEM learningenvironment / curricula …

• …While maintaining the current knowledgelevel of mathematics and sciences (physics).

• …Based on the concepts of:‒ Integration

‒ Relevance

Key concept 1: integration

• Subjects: mathematics, physics, informaticsand engineering…

• … By integrating them in a cross-curricular(STEM) course…

• … Consisting of 4 modules

• Age: 14 – 15 y

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Key concept 2: relevance

• Integrating different learning content (subjects) reveals the relevance of the specificsubject-related information regarding the real-life and present (social) problem.

The STEM learning environment –learning content modules…

Developed modules?

Projects?

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Learning content modulesmethodologyresources

STEM-learning environment

Positie 𝑠 𝑡 , snelheid 𝑣 𝑡 ,versnelling 𝑎 𝑡 :EVRB,afleiding grafieken: bv.:

𝑠 𝑡 = oppervlakte

onder 𝑣 𝑡 − grafiek,𝑎 𝑡 = helling van raaklijn

aan 𝑣 𝑡 − grafiek

Ontwerp & programmatiewagentje

FlowcodeStroomkring, sensoren,

microcontrollers

Vgl. rechte, afstand

Opstellen 1egraadsfuncties,2degraadsfuncties

Veranderingen ∆𝑦 ∆𝑥,Raaklijn aan een curve

Optica:bv.: lenzenformule,afleiding wet Snellius,

spiegels,breking,...

Museumbeveiliging via laserstralen

Merkwaardige lijnenin driehoek

sin, cos, tan, Pythagoras

Gelijkvormige driehoekenHomothetieënVergelijking van een rechte,Snijpunten, stelsel

Mechanica- bewegingsleer

Optica

Functies & grafieken

Meetkunde-driehoeken

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Positie 𝑠, snelheid 𝑣,versnelling 𝑎:EVRB in 2D = 2x 1D Programmatie

hovercraftArduino

Sturingen

Vectoren: ontbinden & optellen,scalar x vector

Stelsels van vgln

TransformatiesCoördinaten

2degraadsfuncties, Parabolen

Newton 𝐹 = 𝑚 ∙ 𝑎

Ontwerprevalidatiemiddel

Vectoren (herh.)

sin, cos, tan (herh.)

Moment 𝑀

(Evenwichts)vgln 2D Stelstels van vgln (herh.)

Mechanica – krachten

Mechanica – bewegingsleer

Vectoren

Stelsels van vgln

Functies & grafieken

Vectoren

Stelsels van vgln

Meetkunde – driehoeken

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Questions

For further information:

Hans.van.boven@g-o.be

Marc.Beddegenoodts@g-o.be

Heidi.knipprath@kuleuven.be

Wim.dehaene@esat.kuleuven.be