Embed Size (px)
Citation preview
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 ?
5
[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.
6
7
8
9
10
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.
11
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
16
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?
=
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
20
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
21
Questions
For further information:
