Klonari A 1

ITERNATIONALEDUCATIONCONFERENCE2016
MEDITERRANEANSEACONNECTSUS:Multiple
DimensionsinScienceEducation
UniversityoftheAegean 1 6 December 2016
IntegratingGeographyandSTEM
Educationthroughprojectbased
learning: anactionresearchwith
10th gradestudents
Dr.lonariAik. AssociateProfessor
DepartmentofGeography,UniversityoftheAegean
KLONARI AIK MEDITERRANEAN SEA CONNECTS US: MULTIPLE DIMENSIONS IN SCIENCE EDUCATION , 2016 1
ContentsofPresentation
Introduction
IUseEuropeanComeniusMultilateralProject
TheoreticalFramework
ACaseStudy
DiscussionConclusions
References
Introduction
STEM
Science, Technology, Engineering, and Mathematics (STEM)
education is a crucial issue in current educational trends (Berlin &
Lee, 2005; Kuenzi, 2008; Reiss & Holman, 2007; State Educational Technology
Directors Association [SETDA], 2008). Research shows that integrative
approaches improve students interest and learning in STEM.
STEM learning experiences prepare students for the global
economy of the 21st century (Cachaper et al., 2008; Cullum et al., 2007;
Hynes & Santos, 2007) and students need a solid STEM knowledge to
become ready for college and employment. According to the U.S.
Department of Education (2007), 75% of the fastest growing
occupations require significant science or mathematics training.
The importance and value of STEM education have resulted in the
need for significant national reform in education and curriculum.
Introduction
STEM
Research shows that integrative approaches improve students
interest and learning in STEM. Integrative approaches are defined
as approaches that explore teaching and learning between/among any
two or more of the STEM subject areas, and/or between a STEM subject
and one or more other school subjects (Sanders, 2009, p. 21).
STEM educators have made an effort to employ the integrative
approaches with various methodologies (Apedoe et al., 2008; Cantrell et
al., 2006; Childress, 1996; Elliott et al., 2001; Everett et al., 2000; Fortus et al.,
2005; Judson & Sawada, 2000; Kolodner et al., 2003; Mehalik et al., 2008; Norton,
2007; Riskowsk et al., 2009; Roth, 2001; Sadler et al., 2000; Venville et al., 2000,
2004).
Although research on the integrative approaches among STEM
subjects has grown, there are still a number of practical challenges
(Zubrowski, 2002)
KLONARI AIK MEDITERRANEAN SEA CONNECTS US: MULTIPLE DIMENSIONS IN SCIENCE EDUCATION ,
4
2016
Introduction
STEM
STEM teachers implementation of the integrative approaches
highly depends on their individual characteristics when accepting a
new instructional method, their perceptions toward the integrative
approach, school context, delivery methods, and so on.
That is, STEM teachers decision to implement integrative
approaches is associated with national curricula, educational
trends, rewards, and supports within their specific school contexts
(Rogers, 2003; Sahin, 2006; Zubrowski, 2002). As Zubrowski (2002) noted,
for successful implementation, the integrative approaches require
close collaboration among STEM teachers, STEM teachers
commitment to the integrative approach, and administrative
support.
KLONARI AIK MEDITERRANEAN SEA CONNECTS US: MULTIPLE DIMENSIONS IN SCIENCE EDUCATION ,
5
2016
Introduction
STEMandGeography
Todays students are tomorrows decision makers, and an
understanding of geography and the use of geospatial technology
will be crucial to helping them make good decisions that affect
global health and community life.
Unfortunately, geography has always been sort of an underdog
in our educational system; its been misunderstood, generalized,
and sometimes ignored. Even today, as we see increased focus
on STEM in education, we frequently see geography completely
disregarded as a component of STEM.
STEM stands for science, technology, engineering, and
mathematics. Geography touches heavily on all of these
disciplines.
Introduction
STEMandGeography
he application of geospatial technology helps us to better
understanding crossdisciplinary phenomena and solve
important problems. GIS, GPS, and remote sensing can be used
to simultaneously engage students in science, technology,
engineering, and math.
To overlook geography as a critical component of STEM flies in
the face of the goals of STEM to improve education, the work
force, and national competitiveness (Al Mamun, Jackson & White,
2015; Dangermond, 2013). The combination of STEM knowledge with
geoliteracythe ability to make decisions based on an
understanding of the systems and connections in the world
prepares students to prosper in the 21st century technology
based economy.
Introduction
STEMandGeography
In our modern, globally interconnected society, it is more
important than ever that people understand the world around
them.
Geoliteracy is an essential skill for decisionmaking in 21stcentury
personal, professional, and civic life. It is the ability to make
decisions based on an understanding of how the world works and
how people and places are connected. It requires an
understanding of how Earths interconnected human and
environmental systems function, how to reason geographically,
and how to make systematic decisions. Geoliteracy is a natural fit
with STEM education.
Introduction
Projectbasedlearning
Current research in projectbased learning demonstrates that
projects can increase student interest in science, technology,
engineering and math (STEM), as well as in geography, because
they involve students in solving authentic problems, working with
others, focused on realworld issues and learning to reflect on the
problemsolving (Becker& Park, 2011; Breiner, Harkness, Johnson, Koehler,
2012; Fortus, Krajcikb, Dershimerb, Marx, & MamlokNaamand, 2005).
Research tells us that students learn best when encouraged to
construct their own knowledge of the world around them (Satchwell
& Loepp, 2002) and this type of learning can occur through integrated
STEM and geography projects.
Introduction
Projectbasedlearning
PBL is not new; however, what is new is the emphasis on
Geography and STEM education and linking secondary schools with
local community problems.
PBL is not new; however, what is new is the emphasis on
Geography and STEM education and linking secondary schools with
local community problems.
ProjectBased Learning is broader than problem based learning and
often is composed of several problems students will need to solve.
It is well known that PBL provides the contextualized, authentic
experiences necessary for students to scaffold learning and build
meaningfully powerful science, technology, engineering, and
mathematics concepts supported by language arts, social studies,
geography and art.
Introduction
STEM,PBLandGeography
Geography and STEM project based learning are both
challenging and motivating.
They require students to think critically and analytically
and enhance higherorder thinking skills.
They require collaboration, peer communication,
problemsolving, and selfdirected learning while
incorporating rigor for all students (Gonzalez & Kuenzi,
2014).
iUseEuropeanComenius
MultilateralProject
The IUse (European Comenius Multilateral Project) was
implemented with the support of EUs Lifelong Learning
Programme running within the Comenius Act
framework.
The IUse platform was selected because deals with
data, statistical and pedagogical approaches and how
these may be applied on various subjects in curricula of
High School, while at the same time pays great attention
to the correlation of a piece of information with a visual
image and for this reason employs 2D and 3D geospatial
backgrounds.
iUseplatform
www.iuse.eu
In the 21st century, the age of information and technology,
Statistics proves to be more than just Mathematics or yet another
branch of applied sciences with many utility fields. Conversely, it
has been accepted in our minds as something inherent in our daily
lives.
The rapid evolution of the 'New Technologies' (Information and
Communication Technology, ICT) lead from the traditional
approach to education to new, innovative actions which contribute
to learning and familiarizing with statistics, by students and
teachers alike.
Combined with the use of maps and geospatial data in the context
of defining the new curricula and new pedagogical trends, the
literacy rate is even greater.
Basic aim of Secondary School is the development of students
critical thinking, analytic and synthetic competences,
environmental awareness and sustainability, imagination
and creativity, initiatives and generally active participation in
all aspects of school life and learning procedures.
Studentswithopinion,reflection andinterests.
IntroductioninCurriculaICTs andResearch Projects(they
wereestablishedfromSeptember 2011 in10th and11th grade
ofSecondarySchoolasasubject(GovernmentGazette1213,
issueB/2011).
ActionResearch
ProjectBasedLearning
Action research
This study is an action research, using iUse tools and
learning materials (http://www.iuse.eu/)
Title of the Project: Mapping the conflicts of 3rd
millennium: causes and consequences
Sample: 14 students (10th grade), 4 (28,6%) girls and
10 (72,4%) boys.
Greece, Lesvos, Mytilene island (3rd Senior High
School)
Period: 14 double hours (1st semester)
ActionResearch
ProjectBasedLearning
Aims
Theaimsofthisresearchwere:
A)students
to explore realworld problems and challenges developing cross
curriculum skills, while working in small groups
to acquire a deeper knowledge and develop awareness about
conflicts in the world with particular emphasis in refugee issues
B) teacher
to examine whether wide use of ICTs, GIS and Statistics in teaching
could invigorate students learning environment, sparking students'
desire to explore, investigate, and understand their world and
everyday life in an effective way.
Tools
Questionnaire(Pre,Post)/openendedandclose
questions(3Parts)
1st part:Knowledge,
2nd part:Attitudes/pointsofview, (quantitativeresearch)
3rd part:ICT/Statisticscompetences)
SPSSv.23
Maps
Presentations(qualitativeresearch)
Reports
Materialandstrategies
movie presentations
brainstorming Internet/web search
Inquiry/problemsolving maps,graphsproduction
teamwork andinterpretation
discussions reports
casestudy iUseplatform
fieldwork/interviews lesson unitandworksheets
interdisciplinary (MappingConflictsintheWorld)
statisticalresearch fieldwork
Learningmaterial
MappingConflictintheworldUnit
https://docs.google.com/document/d/1mbGRHNR0uWGiFN8WKCzgEFZiSMCpdR48JCOrM3pJg/edit#heading=h.gjdgxs
MappingConflictintheworldWorksheet1
https://docs.google.com/document/d/1DvToh6PrDRiPL12rNV4hfGa_uCQz8Dlpi0klJjonPc/edit
MappingConflictintheworldWorksheet2
https://docs.google.com/document/d/1v7BlrTrMSRLxsit_R4TkaKvtzUTTvPThY9JE63zThxg/edit
Film
Results
Brainstorming
Results
CSVtables
Thematicmapsandchartsoniuseplatform
iUsemaps
Casestudies
Syria
Afghanistan
Iraq
Ukraine
Fieldwork/refugeeshotspot/interviews
experientiallearning
Campneartheairport.Thisareahostedrefugeeswith
specialproblems
Thisactivityhadthreestages:
preparationintheclassroombeforethefieldwork(preparea
questionsinEnglish,takeroles,collecttoys,etc)
activitiesinthefieldandinterviews (volunteersandrefugees)
discussion,feedbackandassessmentofthewholeexperiencein
theclassroom
Activitiesinthefield(camp)
A tour of the area by volunteer teacher
Chatted with other volunteers and especially with an American
old woman offered her services in the kitchen
Visited the workshop where volunteers convert lifejackets in
back bags and other useful things in order to have a small
revenue and raising awareness of the international community
Got interviews from refugees
Give gifts and toys to the children and played with them
Googlemaps(frominterviews)
Googlemaps(frominterviews)
ReportsandPresentations
https://prezi.com/aqzfv1xfutcl/presentation/
https://prezi.com/5edqkr9vr4vl/presentation/
https://www.youtube.com/watch?v=2K9fMUtVbiw
Studentsopinionforthefieldwork
IneverimaginedthatIwoulddosomethinglikethatinmylife.
Itwassomethingthatdefinitelywoulddoagain,ifIhadthe
chance!
Itwasauniqueexperienceinmylife..
Thisexperiencewillbeunforgettable,becausenotonlyraisemy
awarenessshowmeclearlywhatisthesituationwithrefugees..
ThisexperiencewillstayforeverinmymindbecauseImetamazing
people,whosufferalot,Ilearnedaboutwayoflifeintheircountry,
andIrealizedwhatpassedduringtheirjourneytogethere...
Results
The results of this study demonstrated that the
students broadened their knowledge and developed
their skills on:
textandinformationprocessing,
presentation,
cloudcomputing,useofvariousonlineplatforms,
creationofcsvfiles,
literaturereview,writingreportsandmostimportant
visualization,interpretingdataandmapstudying
Results
In addition
they clarified concepts like war, conflict and genocide
they clarified concepts like refugee, immigrant
they focused on the causes of contemporary armed conflicts and
on their consequences
they gave particular emphasis on the refugee issue, which raised
students awareness, many of which changed their points of
view.
Definition: conflict
Definition:war
Definition:genocide
Refer3causesofconflicts.
Attheendofawarthelosershouldbestrictlypunished
Refugeeshaveanalternativesolution:stayandfightin
theircountries
Howimportantisforyoutheuseofmaps?
IsGeographyanimportantsubject?
Doyouparticipatefullyinallprojectactivities?
Theuseandcreationofmapshelpedyoubetter
understandtheissuesofconflictsnowadays?
Couldyoucreateadigitalmapafterall?
Inwhichissuesyouropinionchangedafterthisproject?
Thankyouforyour
attention!
a k l o n a r i @g e o . a e g e a n . g r
KLONARI AIK MEDITERRANEAN SEA CONNECTS US:

MULTIPLE DIMENSIONS IN SCIENCE EDUCATION , 2016
46

Klonari A 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Klonari A 1

Uploaded by

Copyright:

Available Formats

ITERNATIONALEDUCATIONCONFERENCE2016

KLONARI AIK MEDITERRANEAN SEA CONNECTS US:

You might also like