Nowadays, students in the scientific-technological field are required to achieve an inter-disciplines competence with attention also to environmental, economic and social awareness issues enabling future technicians to the required challenge-driven approach. Therefore, also a nexus between sciences and humanities is strongly encouraged since the integration of different disciplines produces a holistic approach that enables to better understand real-world problems. In consideration of what above the STEAM-ACTIVE project (KA2-Erasmus+) proposes an innovative problem-based learning (PBL) methodology, for Teaching Learning Sequences (TLS) design, which implements an active learning approach and incorporates two main transversal axes to be considered throughout the entire process: sustainability and gender equality. The developed methodology has been deeply formalized in a Protocol, developed for Teachers in the scientific-technological Higher Education. Also an e-learning-based training course for teachers has been realized to support their training. The Protocol, which includes a preliminary theoretical description of STEAM approaches and active methodologies’ implementation, guides the teachers in the TLS design process passing through relevant steps as i) definition of the problem to be solved; ii) identification of learning objectives that students should achieve; iii) assessment of learning demands; iv) guiding questions; v) design of activities; vi) assessment of the achievement of each learning objective. In addition, the Protocol gives guidelines on techniques to adapt the TLS to different education contexts. The e-learning course has been reviewed by external university teachers. Moreover, a collection of 24 STEAM-based TLS has been designed by applying the Protocol and internally reviewed. Part of the designed TLS have been already tested being the project entered the piloting phase. Globally, the STEAM-Active project enhances students’ ability to integrate different disciplines in solving a technical problem taking into account though all the solving process also the social impacts their decisions have. Moreover, it contrasts gender gap in the STEM field increasing women's participation. For this also its application to the high school is preliminary assessed. © 2024, Pixel Associazione. All rights reserved.
PBL Application to STEAM Education Incorporating Sustainability and Gender Equality Axes: STEAM-ACTIVE Project Implementation in University and High School
Trombetti L.;Barelli L.
2024
Abstract
Nowadays, students in the scientific-technological field are required to achieve an inter-disciplines competence with attention also to environmental, economic and social awareness issues enabling future technicians to the required challenge-driven approach. Therefore, also a nexus between sciences and humanities is strongly encouraged since the integration of different disciplines produces a holistic approach that enables to better understand real-world problems. In consideration of what above the STEAM-ACTIVE project (KA2-Erasmus+) proposes an innovative problem-based learning (PBL) methodology, for Teaching Learning Sequences (TLS) design, which implements an active learning approach and incorporates two main transversal axes to be considered throughout the entire process: sustainability and gender equality. The developed methodology has been deeply formalized in a Protocol, developed for Teachers in the scientific-technological Higher Education. Also an e-learning-based training course for teachers has been realized to support their training. The Protocol, which includes a preliminary theoretical description of STEAM approaches and active methodologies’ implementation, guides the teachers in the TLS design process passing through relevant steps as i) definition of the problem to be solved; ii) identification of learning objectives that students should achieve; iii) assessment of learning demands; iv) guiding questions; v) design of activities; vi) assessment of the achievement of each learning objective. In addition, the Protocol gives guidelines on techniques to adapt the TLS to different education contexts. The e-learning course has been reviewed by external university teachers. Moreover, a collection of 24 STEAM-based TLS has been designed by applying the Protocol and internally reviewed. Part of the designed TLS have been already tested being the project entered the piloting phase. Globally, the STEAM-Active project enhances students’ ability to integrate different disciplines in solving a technical problem taking into account though all the solving process also the social impacts their decisions have. Moreover, it contrasts gender gap in the STEM field increasing women's participation. For this also its application to the high school is preliminary assessed. © 2024, Pixel Associazione. All rights reserved.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
