Interdisciplinary Educational Approach STEM and HASS Knowledge Fields Using ICTs Support. Case of an Application for a Pilot Experiment
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Submitted Feb 17, 2020
Published Feb 17, 2020
Published Feb 17, 2020
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This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STE? and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.
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References
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[30] S. Psycharis, E. Kotzampasaki, & K. Kalovrektis, “Ypologistikí Sképsi, Epistimología ton Michanikón kai Ypologistikí Paidagogikí: Mia prótasi eisagogís tou STEM stin ekpaídefsi”. Ekpaídefsi & Epistímes, 1, 1-11. (in Greek), March 2018.
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[32] C. Reback, A. Cohen, T. Freese, & S. Shoptaw, “Making collaboration work: key components of practice/research partnerships”. Journal of Drug Issues 32(3), 837–849, 2002.
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[34] M. Ryschkewitsch, D. Schaible, & W. Larson, “The art and science of systems engineering”. Systems Research Forum, 3(2), 81-100. World Scientific Publishing Company, December 2009.
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[36] S. Savelides, S., “Educational Scenario of a Technological - Vocational course, using ICTs, in the context of Constructivism, Pragmatic model and Cross-thematic integration”. European Journal of Engineering Research and Science. 33-37. 10.24018/ejers.2019.0.CIE.1294, 2019.
[37] Z. Smyrnaiou, ?., Pedagogiki I Ekpaideysi II. Enotita 5: Neoteres theoritikes proseggiseis. Athina: National and Kapodistrian University of Athens. (in Greek), 2014.
[38] E.J.H. Spelt, P.A. Luning, M.A.J.S van Boekel, & M. Mulder, “A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education”. European Journal of Engineering Education, 42(6), 761-774. Taylor & Francis, 2017.
[39] J. Spoehr, K. Barnett, S. Molloy, S.Vas Dev, & A. Hordacre, “Connecting Ideas: Collaborative Innovation for a Complex World”. Report prepared for the Department of Further Education, Employment, Science and Technology (SA), Australian Institute for Social Research, University of Adelaide, 2010.
[40] R. G. Tiberius, & E. Flak, Incivility in dyadic teaching and learning. New directions for teaching and learning, (77), 3-12, 1999.
[41] U.S. Department of Education (2017). Resources for STEM Education. Washington, DC. Retrieved from https://innovation.ed.gov/files/2017
[42] G. Verma. & K. Mallick, Researching Education: Perspectives and techniques. Falmer Press-Taylor & Francis Group, 2005.
[43] L. Vogel, The importance of Humanities in an era of STEM. Professional Educator, 20(1), 50-51, 2019.
[44] L.S. Vygotsky, Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press, 1986.
[45] M. Zavlanos, Didaktiki & Axiologisi. Athens, Greece: Stamouli Publishing. (in Greek), 2003.
[2] M. Adler, & S. Flihan, “The Interdisciplinary Continuum”. Report Series 2, 36. New York: SANY, 1997.
[3] J. Anderson (Ed.), T.van Weert (Ed.), & C. Duchâteau, Information and communication technology in education: a curriculum for schools and programme of teacher development. Paris: UNESCO, 2002.
[4] Australian Science and Technology Council. (1993). “Bridging the gap: the social sciences, humanities, science and technology in economic development”. Canberra: Australian Government Publishing Service.
[5] D.P. Ausubel, Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston (1968).
[6] J. S. Bruner, The Process of education. Cambridge, Mass.: Harvard University Press (1960).
[7] J. S. Bruner, The act of discovery. Harvard Educational Review, 31(1), pp. 21-32, 1961.
[8] R. Buchanan, Wicked problems in design thinking. Design Issues, 8(2), 5-21, 1992.
[9] R. Bybee, The case of STEM education: Challenges and opportunities. Arlington, TX: NSTA Press, 2013.
[10] E. Flogaiti, I méthodos project. Ekpaideftikó Ylikó Prográmmatos Epimórfosis stis kainotómes methódous kai didaktikés prosengíseis sti sýnchroni ekpaídefsi. University of the Aegean. (in Greek), 2012.
[11] R. Frodeman, J. Thompson Klein, C. Mitcham, & N. Tuana, “Interdisciplinary studies in science, technology, and society: New Directions: Science, Humanities, Policy”. Technology in Society 29. Elsevier, pp. 145-152, 2007.
[12] R. M. Gillies, “Cooperative learning: Review of research and practice”. Australian journal of teacher education, 41(3), 3, 2016.
[13] H. B. Gonzalez, & J. J. Kuenzi, Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC: Congressional Research Service, Library of Congress, August 2012.
[14] M. Hertzum, J.P. Bansler, E. C. Havn & J. Simonsen, “Pilot implementation: learning from field tests in IS development”. Communications of the Association for Information Systems, 30(1), 313-328, 2012.
[15] P. H. Hirst, “Knowledge and the curriculum” (International Library of the Philosophy of Education Volume 12): a collection of philosophical papers. London: Taylor & Francis, 2010.
[16] International Organization for Standardization “Systems and software engineering - Systems and software Quality Requirements and Evaluation (SQuaRE)” - System and software quality models (ISO/IEC Standard No. 25010). Retrieved from https://iso25000.com/index.php/en/iso-25000-standards/iso-25010/62-reliabilityn, 2011.
[17] Minitab 16 Statistical Software (2010). [Computer software]. State College, PA: Minitab, Inc. (www.minitab.com)
[18] Janson, M. “Applying a pilot system and prototyping approach to systems development and implementation”. Information & Management, 10(4), 209-216. Elsevier B.V., 1986.
[19] G. Kitsaras, Programmata. Didaktiki methodologia proscholikis agogis me sxedia ergasias. Athina: self-edition. (in Greek), 2004.
[20] V. Komis, A. Tzavara, T. Karsenti, S. Collin, & S. Simard. Educational scenarios with ICT: “An operational design and implementation framework”. In Society for Information Technology & Teacher Education International Conference (pp. 3244-3251). Association for the Advancement of Computing in Education (AACE), March 2013.
[21] K. Korres “Multivariable Analysis Methods On Identifying Factors and Groups of Students in the Environment of the Discovery Learning/Constructivistic Approach Using Cognitive Tools” European Journal of Engineering Research and Science. 7-12. 10.24018/ejers.2019.0.CIE.1289, 2019.
[22] A. Kouloubaritsi, Efarmogí tis diathematikís proséngisis sta prográmmata spoudón, sti didaskalía kai sta scholiká vivlía, Néa Paideía, 116, 30- 44. (in Greek), 2005.
[23] H. Matsagouras, Omadosynergatikí Didaskalía kai Máthisi, Athina: Grigoris Publications. (in Greek), 2000.
[24] H. Matsagouras, Diepistimonikótita, diathematikótita kai eniaiopoíisi sta néa Prográmmata Spoudón: Trópoi orgánosis tis scholikís gnosis. Epitheórisi Ekpaideftikón Themáton, 7: 19-36. (in Greek), 2002.
[25] J. Metcalfe, M. Riedlinger, A. Pisarski, “Situating Science in the Social Context by Cross-Sectoral Collaboration”. In: D. Cheng D., Claessens M., Gascoigne T., Metcalfe J., Schiele B., Shi S. (eds) Communicating Science in Social Contexts. Springer, Dordrecht, 2008.
[26] J. Metcalfe, M. Riedlinger, A. Pisarski, & J. Gardner, “Collaborating across the sectors: The relationship between the humanities, arts and social sciences (HASS) and science, technology, engineering and medicine (STEM) sectors”. CHASS Occasional Paper No. 3, Canberra: Council for the Humanities, Arts and Social Sciences, 2006.
[27] J. Moon, & S. Singer, Bringing STEM into focus. Ed Week, vol. 31, 19, 32-24, February 2012.
[28] D. Oliver, T. Kelliher, & J. Keegan, Engineering complex systems with models and objects. 1st ed. New York: McGraw-Hill, 1997.
[29] M. Print, STEM, HASS and the Australian Curriculum: The case for active, informed and critical citizens. Professional Educator, 20(1), 18-21, 2019.
[30] S. Psycharis, E. Kotzampasaki, & K. Kalovrektis, “Ypologistikí Sképsi, Epistimología ton Michanikón kai Ypologistikí Paidagogikí: Mia prótasi eisagogís tou STEM stin ekpaídefsi”. Ekpaídefsi & Epistímes, 1, 1-11. (in Greek), March 2018.
[31] A. Raptis, & A. Rapti, Máthisi kai Didaskalía stin epochí tis pliroforías. Olikí proséngisi. Tómos, A. Athina: self-edition. (in Greek), 2007.
[32] C. Reback, A. Cohen, T. Freese, & S. Shoptaw, “Making collaboration work: key components of practice/research partnerships”. Journal of Drug Issues 32(3), 837–849, 2002.
[33] J. Rimes, Where HASS thou gone? Professional Educator. 20. Australian College of Educators, ACE Publications, 2019.
[34] M. Ryschkewitsch, D. Schaible, & W. Larson, “The art and science of systems engineering”. Systems Research Forum, 3(2), 81-100. World Scientific Publishing Company, December 2009.
[35] R. E. Satchwell, & F. Loepp, |Designing and implementing an integrated mathematics, science, and technology curriculum for the middle school”. Journal of Industrial Teacher Education, 39 (3), 41- 66, 2002.
[36] S. Savelides, S., “Educational Scenario of a Technological - Vocational course, using ICTs, in the context of Constructivism, Pragmatic model and Cross-thematic integration”. European Journal of Engineering Research and Science. 33-37. 10.24018/ejers.2019.0.CIE.1294, 2019.
[37] Z. Smyrnaiou, ?., Pedagogiki I Ekpaideysi II. Enotita 5: Neoteres theoritikes proseggiseis. Athina: National and Kapodistrian University of Athens. (in Greek), 2014.
[38] E.J.H. Spelt, P.A. Luning, M.A.J.S van Boekel, & M. Mulder, “A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education”. European Journal of Engineering Education, 42(6), 761-774. Taylor & Francis, 2017.
[39] J. Spoehr, K. Barnett, S. Molloy, S.Vas Dev, & A. Hordacre, “Connecting Ideas: Collaborative Innovation for a Complex World”. Report prepared for the Department of Further Education, Employment, Science and Technology (SA), Australian Institute for Social Research, University of Adelaide, 2010.
[40] R. G. Tiberius, & E. Flak, Incivility in dyadic teaching and learning. New directions for teaching and learning, (77), 3-12, 1999.
[41] U.S. Department of Education (2017). Resources for STEM Education. Washington, DC. Retrieved from https://innovation.ed.gov/files/2017
[42] G. Verma. & K. Mallick, Researching Education: Perspectives and techniques. Falmer Press-Taylor & Francis Group, 2005.
[43] L. Vogel, The importance of Humanities in an era of STEM. Professional Educator, 20(1), 50-51, 2019.
[44] L.S. Vygotsky, Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press, 1986.
[45] M. Zavlanos, Didaktiki & Axiologisi. Athens, Greece: Stamouli Publishing. (in Greek), 2003.
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