Reference : Outdoor STEAM integrated framework in elementary schools in Luxembourg using MathCity...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/45108
Outdoor STEAM integrated framework in elementary schools in Luxembourg using MathCityMap and GeoGebra 3D Calculator
English
Haas, Ben []
Kreis, Yves mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Lavicza, Zsolt []
15-Dec-2020
No
Yes
International
Asian Technology Conference in Mathematics (ACTM)
2020-12-14 to 2020-12-26
Radford University and Suan Sunandha Rajabhat University
Online
VA, USA and Thailand
[en] In elementary schools in Luxemburg, sciences and mathematics are generally taught in class based essentially on textbooks. However, the findings of multiple studies on understanding and applying skills in STEAM (Science, Technology, Engineering, Arts and Mathematics) report that students need hands-on activities on real-world objects. Furthermore, in times of the COVID-19 pandemic, where numerous restrictions and risks dominate teaching inside the classroom, outdoor learning is safer and offers many opportunities. Hence, we created outdoor mathematical trails with a STEAM integrated approach for elementary schools using the free educational software MathCityMap and the dynamic mathematics software GeoGebra 3D. In these outdoor trails, students used a set of promising technologies, i.e. AR (Augmented Reality) or GPS, to support STEAM education. Based on results from our first study on outdoor mathematical trails in June 2020 (in review), we developed and evaluated a framework on outdoor STEAM integrated teaching. This framework was used for further outdoor task and trail creations in elementary schools, which we investigated by conducting semi-structured interviews with students and teachers. Hence, we will present how this framework was used in elementary schools to create outdoor mathematical trails and describe how it affected the students' learning.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/45108

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