Δημιουργία τεχνολογικά υποστηριζόμενου μαθησιακού περιβάλλοντος στο πλαίσιο της εκπαίδευσης STEM συνδυάζοντας τη συνεργατική στρατηγική jigsaw με τις μεθόδους της γνωστικής μαθητείας για την πρωτοβάθμια σχολική εκπαίδευση
KeywordsΠρωτοβάθμια εκπαίδευση ; STEM ; Γνωστική μαθητεία ; Jigsaw ; STEM δεξιότητες ; Μαθησιακή εμπλοκή ; Συνεργασία ; Τεχνολογικά υποστηριζόμενο μαθησιακό περιβάλλον ; Primary education ; Cognitive apprenticeship ; STEM skills ; Student engagement ; Collaboration ; Technologically supported learning environment
STEM education integrates and links different fields of study. It has been proven that the links among principles of learning encourage students to group subjects effectively, to increase interaction with their classmates and to be creative outside the classroom. However, most of the times the link among the subjects does not exist. Therefore, science fields should be linked with each other and create projections to everyday life. STEM appears to be the most suitable way of preparing young people for life and their future career. The word STEM is an acronym which describes Science, Technology, Engineering and Mathematics. STEM education is related to teaching and learning approach that integrates content and skills of Science, Technology, Engineering and Mathematics. Students can be engaged in high quality subjects of Science, Technology, Engineering and Mathematics, regardless the type of schools they attend. The requirements, which will allow students to be engaged in STEM activities, increase collaboration and STEM skills, must be satisfied. Thus, the goal is to attract students’ interest in order to take the initiative to engage in STEM activities rather than being told to do so. Furthermore, the international framework for learning in the 21st century highlights that learners have to acquire learning and innovation skills, and collaboration as a skill should be included. In addition, STEM education teaches independent innovation allowing students to investigate all the subjects thoroughly, using the acquired skills. Students will generalize these skills in order to become the future leaders worldwide. All the occupations require workers who have critical thinking, team spirit, flexibility and STEM skills. The aim of the current study is the designing, the development and the implementing of a framework of concepts connecting the collaborative strategy of Jigsaw with the Cognitive Apprenticeship model and STEM education in a technologically supported learning environment for primary education. Specifically, an experimental survey is attempted related to the proposed framework of concepts and the variation of collaborative skills, engagement and STEM skills. As a result, this study is structured based on the principles of social-cultural theories, collaborative learning and STEM education. This framework of concepts has been integrated in the autonomous technologically supported learning environment “Forces in Everyday Life”, which has been created by WordPress. This study is oriented towards students who attend the 6th grade of primary schools. Sixteen students participated in this study; they were assessed by assessment tools such as questionnaires and rubrics. The study’s results showed a significant increase in their STEM skills, their engagement and their collaborative skills. Future studies should take into account the gender, increase the sample size and integrate Arts in the proposed framework of concepts. In other words, a future research should be tailored according to STEAM (Science, Technology, Engineering, Arts, Mathematics), in order to investigate whether there is an increase in the variables. Finally, future studies should look at the sub-aims, sub-skills and reflection.