Solving authentic problems through engineering design
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/20.500.11960/3760 |
Resumo: | The importance of STEAM education in pre- paring students to deal with societal challenges is nowa- days an international recommendation. We may find different perspectives concerning STEAM education and the integration of its disciplines. A possible pathway to achieve a balanced integration is through Engineering Design (ED), starting from problems of reality that enable the articulated mobilization of concepts from various dis- ciplinary areas, promoting interdisciplinary where team- work and context play a fundamental role. This article reports a study with primary preservice teachers (6–12 years old) that aims to analyze the learning displayed and the difficulties underlying the usage of ED in solving STEAM problems. The participants were 45 preservice teachers. We adopted a qualitative methodology, and data were collected through observation, documents, artifacts, and photos. The preliminary results show a very positive reaction of the participants to the experi- ence of solving real context problems collaboratively and mobilizing mathematical and physical science concepts in an integrated way. We identified active engagement, persistence, and motivation in the creation of a model that fulfilled the requested conditions. Difficulties were evidenced in the identification of some concepts and the mobilization of adequate scientific language in the argumentation of decisions. |
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Solving authentic problems through engineering designSTEAM educationEngineering designElementary teacher educationDidactics of mathematicsAuthentic problemsThe importance of STEAM education in pre- paring students to deal with societal challenges is nowa- days an international recommendation. We may find different perspectives concerning STEAM education and the integration of its disciplines. A possible pathway to achieve a balanced integration is through Engineering Design (ED), starting from problems of reality that enable the articulated mobilization of concepts from various dis- ciplinary areas, promoting interdisciplinary where team- work and context play a fundamental role. This article reports a study with primary preservice teachers (6–12 years old) that aims to analyze the learning displayed and the difficulties underlying the usage of ED in solving STEAM problems. The participants were 45 preservice teachers. We adopted a qualitative methodology, and data were collected through observation, documents, artifacts, and photos. The preliminary results show a very positive reaction of the participants to the experi- ence of solving real context problems collaboratively and mobilizing mathematical and physical science concepts in an integrated way. We identified active engagement, persistence, and motivation in the creation of a model that fulfilled the requested conditions. Difficulties were evidenced in the identification of some concepts and the mobilization of adequate scientific language in the argumentation of decisions.Walter de Gruyter2023-12-18T11:58:18Z2023-01-01T00:00:00Z2023-01-012023-12-16T16:25:30Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/20.500.11960/3760eng2544-783110.1515/edu-2022-0185Vale, IsabelBarbosa, AnaPeixoto, AnaFernandes, Fátimainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-21T09:09:13Zoai:repositorio.ipvc.pt:20.500.11960/3760Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:55:23.729827Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Solving authentic problems through engineering design |
title |
Solving authentic problems through engineering design |
spellingShingle |
Solving authentic problems through engineering design Vale, Isabel STEAM education Engineering design Elementary teacher education Didactics of mathematics Authentic problems |
title_short |
Solving authentic problems through engineering design |
title_full |
Solving authentic problems through engineering design |
title_fullStr |
Solving authentic problems through engineering design |
title_full_unstemmed |
Solving authentic problems through engineering design |
title_sort |
Solving authentic problems through engineering design |
author |
Vale, Isabel |
author_facet |
Vale, Isabel Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
author_role |
author |
author2 |
Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Vale, Isabel Barbosa, Ana Peixoto, Ana Fernandes, Fátima |
dc.subject.por.fl_str_mv |
STEAM education Engineering design Elementary teacher education Didactics of mathematics Authentic problems |
topic |
STEAM education Engineering design Elementary teacher education Didactics of mathematics Authentic problems |
description |
The importance of STEAM education in pre- paring students to deal with societal challenges is nowa- days an international recommendation. We may find different perspectives concerning STEAM education and the integration of its disciplines. A possible pathway to achieve a balanced integration is through Engineering Design (ED), starting from problems of reality that enable the articulated mobilization of concepts from various dis- ciplinary areas, promoting interdisciplinary where team- work and context play a fundamental role. This article reports a study with primary preservice teachers (6–12 years old) that aims to analyze the learning displayed and the difficulties underlying the usage of ED in solving STEAM problems. The participants were 45 preservice teachers. We adopted a qualitative methodology, and data were collected through observation, documents, artifacts, and photos. The preliminary results show a very positive reaction of the participants to the experi- ence of solving real context problems collaboratively and mobilizing mathematical and physical science concepts in an integrated way. We identified active engagement, persistence, and motivation in the creation of a model that fulfilled the requested conditions. Difficulties were evidenced in the identification of some concepts and the mobilization of adequate scientific language in the argumentation of decisions. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-18T11:58:18Z 2023-01-01T00:00:00Z 2023-01-01 2023-12-16T16:25:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/20.500.11960/3760 |
url |
http://hdl.handle.net/20.500.11960/3760 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2544-7831 10.1515/edu-2022-0185 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Walter de Gruyter |
publisher.none.fl_str_mv |
Walter de Gruyter |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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