Attend
Exhibit
Do STEAM and Makerspaces Really Improve Math and Science Learning? Let's Find Out! |
Participate and share : Poster
Adriana Jimenez
Learn about the results of a two-year research project (2017-2019) conducted with 80 high school students who complemented their learning of math and science with STEAM projects and prototypes built in a makerspace lab. See how STEAM and a makerspace positively affected their learning.
| Audience: | Principals/head teachers, Teachers, Technology coordinators/facilitators |
| Skill level: | Beginner |
| Attendee devices: | Devices not needed |
| Participant accounts, software and other materials: | Attendees should have QR code readers and smartphones with internet. |
| Topic: | Innovative learning environments |
| Grade level: | 9-12 |
| Subject area: | STEM/STEAM |
| ISTE Standards: | For Educators: Leader
Empowered Learner
|
The purpose of this poster presentation is to share how STEAM + Makerspaces improve the learning of math and science in highschool students.
Teachers, academic coordinators and school´s pricipals will be able to:
1) Confirm whether the combination of STEAM+Makespaces projects improve the academic results of highschool in math, chemistry and physics.
The study was conducted with the same generation of highschoolstudents for a two- year period, analyzing their improvement in math, chemistry and physics.
2) Verify that STEAM+Makespaces projects make the learning of math and sciences concepts more accesible for students.
3) Know a methodology to implement STEAM + Makerspaces projects in their schools
Evidence of success were the Maker Fairs organized from 2017-2019 in the school. Pictures included in https://drive.google.com/drive/folders/1GWMqfCY-9B1WtrGsc2BKpb4NWBzLZISc?usp=sharing
4) Evaluate the design thinking approach for developing an innovative solution for a real problem. The steps to do it include. empathize, define, ideate, prototype and test a solution.
5)Learn the different variables that are to be considered for building a STEAM culture in their institution
6) Become empowered teachers in the use of a makerspace technology
The technology used included all the tools in a makerspace, such as computers, ipads, 3d pirnters, electronic circuits, arduino boards, programming skills, tools for managing wood, computerized sewing machines, etc.
7) Develop soft skills in students and teachers such as creativity and innovation, collaborative work with other teachers and students, tolerance and digital leadership.
And most importantly:
8) Know how to empower students to become developers of technology instead of technology consumers.
9) Evaluate the effectiveness of STEAM +Makerpaces in the learning of math and sciences.
10) How research in education can trigger innovation in teacher practice and student learning.
Bibliography:
Cilleruelo, L., & Zubiaga, A. (2014).Una Aproximación a la Educación STEAM. Prácticas Educativas en la encrucijada arte, ciencia y tecnología: Jornadas de Psicodidáctica. Recuperado en enero, 2017 de http://www.augustozubiaga.com/web/wp-content/uploads/2014/11/STEM-TO-STEAM.pdf
Delors, J. (1997). La Educación encierra un Tesoro. Compendio del Informe a la Unesco de la Comisión Internacional sobre la Educación para el Siglo XXI. Recuperado en febrero, 7, 2017 de http://www.unesco.org/education/pdf/DELORS_S.PDF
Díaz, M.A., Flores, G. y Martínez, F. (2007). Pisa 2006 en México. Instituto Nacional para la Evaluación en la Educación. Recuperado en enero, 31, 2017 de la Base de Datos de la Organización de Estados Interamericanos en http://www.oei.es/evaluacioneducativa/pisa2006-w.pdf
Garskof, J. (2016). 6 Life Skills Kids Needed for the Future. Parent and Child Magazine. Recuperado en enero, 20, 2017 de
http://www.scholastic.com/parents/resources/article/thinking-skills-learning-styles/6-life-skills-kids-need-future
Hacedores (2017). Presupuesto Makerspace Escolar.
Hatch, M. (2013). The Maker Movement Manifesto. Rules for Innovation in the new world of crafters, hackers and tinkers. USA: Mc Graw Hill Education.
Hernández, R., Fernández-Collado, C., y Baptista, P. (2006). Metodología de la Investigación (4ª ed.). México: Mc Graw Hill.
OCDE. (1997). La Definición y Selección de Competencias Clave, Recuperado en marzo,17, 2017 de
http://comclave.educarex.es/pluginfile.php/130/mod_resource/content/3/DESECO.pdf
The Economist Intelligence Unit. (2014). The Learning Curve Report. Recuperado en enero, 30, 2017 de
http://thelearningcurve.pearson.com/reports/the-learning-curve-report-2014
Pinion (2017). Diseño del Makerspace Maddox.
Sandin, E., P. (2003). Capítulo 7. Tradiciones en la Investigación. Investigación Cualitativa en la Educación. Fundamentos y Tradiciones. Recuperado en octubre, 10, 2009 de http://www.postgrado.unesr.edu.ve/acontece/es/todosnumeros/num09/02_05/capitulo_7de_sandin.pdf
Sousa, D. y Pilecki, T. (2013). From STEM to STEAM. Using Brain Compatible Strategies to Integrate the Arts. USA: Edit. Sage Publications.
Trilling, B. y Fadel, C. (2009). 21st Century Skills, Learning for our Times. USA: Edit. Jossey-Bass.
Vasquez, J., Sneider, C., Comer M. (2013). STEM Lesson Essentials. Integrating Science Technology, Engineering and Mathematics grades 3-8. USA: Edit. Heinemann
I am Adriana Jimenez, subdirector of Prepa Anáhuac campus Maddox , a highschool in Mexico City. I have been in the education field for 25 years. I have taught subjects such as Math, Computer Science and English as a Second Language in highschool and at college level. I am passionate about educational innovation and I have implemented the use of STEAM projects and building its prototypes in a Makerspace to improve the learning of math and science in my school. Together with a group of collegues, we have helped other teachers and schools in Mexico and in Latin America to do the same.
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