STE(A)M LESSONS LEARNED: FROM STEM4MATH TO STEAM-CT Beln Palop del - - PowerPoint PPT Presentation

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STE(A)M LESSONS LEARNED: FROM STEM4MATH TO STEAM-CT Beln Palop del - - PowerPoint PPT Presentation

Oct 29, 2022 609 likes •856 views

STE(A)M LESSONS LEARNED: FROM STEM4MATH TO STEAM-CT Beln Palop del Ro www.stem4math.eu LEVELS OF INTEGRATION Transdisciplinary Interdisciplinary Multidisciplinary Juxtaposition JUXTAPOSITION MULTIDISCIPLINARY INTERDISCIPLINARY

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Belén Palop del Río

STE(A)M LESSONS LEARNED:

FROM STEM4MATH TO STEAM-CT

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www.stem4math.eu

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Juxtaposition

LEVELS OF INTEGRATION

Multidisciplinary Interdisciplinary Transdisciplinary

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JUXTAPOSITION

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MULTIDISCIPLINARY

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INTERDISCIPLINARY

Interdisciplinarity involves researchers, students, and teachers in the goals of connecting and integrating several academic schools of thought, professions, or technologies—along with their specific perspectives—in the pursuit

  • f a common task.
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TRANSDISCIPLINARY

French philosopher Pierre Levy argues, in his 1994 Collective Intelligence, that the publication of Frenchman Denis Diderdot and Jean d’Almbert’s Encyclopedie (1751-1772) marks “the end of an area in which a single human being was able to comprehend the totality of knowledge.” Aristotle's main focus as a teacher was cooperative research, an idea which he founded through his natural history work and systematic collection of philosophical works to contribute to his

  • library. His students were assigned

historical or scientific research projects as part of their studies.

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  • Juxtapositon+ (1/4)
  • Allows learning from

each subject

  • Not present in

Teacher’s Education

  • Not experienced by

present teachers

STEAM EDUCATION

  • Interdisciplinary+ (4/4)
  • Integrated learning
  • Only methodological

background in PBL (if any).

  • No content knowledge.
  • Not experience nor

learned

STEM

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WHEN IS IT STEAM4MATH EDUCATION?

  • The problem that motivates the project is realistic
  • The learning process is active
  • The skills and contents learned are motivated by the problem
  • New knowledge is discovered through experimentation in an

autonomous way

  • There is (a lot of) interaction between the students and the teacher
  • There is a balance between manipulative/pictorial/abstract levels.
  • The activities are thought-provoking (critical, deep, meaningful)
  • The teacher, who has very clear goals, is not the center of the

classroom and has more questions than answers

  • Assessment is essentially formative
  • Los aprendizajes suceden en el área transdisciplinar
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CASO PRÁCTICO: REUTILIZANDO ACEITE DE COCINA

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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APLAZADO Nueva incorporación

CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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Nueva incorporación ANTICIPADO

CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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Nueva incorporación

CASO PRÁCTICO: JOIN THE GREEN SIDE

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CASO PRÁCTICO: JOIN THE GREEN SIDE

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N u e v a I n c

  • r

p

  • r

a c i ó n

CASO PRÁCTICO: JOIN THE GREEN SIDE

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Belén Palop del Río

STE(A)M LESSONS LEARNED:

FROM STEM4MATH TO STEAM-CT