This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction. Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students.

In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.

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Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research.

Digital library research has attracted much attention around the world. Much of the research and projects funded by several agencies and governments around the world focus on how DLs can aid education; very few studies and projects are funded that address teaching and learning about digital libraries. There has been very little literature on digital library education in Europe. This chapter explores the existing Digital Library curriculum scenario in European Library and Information Science (LIS) schools as well as to find out the preferred DL curriculum contents as rated by the European LIS faculty members. Survey research methodology is used in this study. Three directories of institutions of higher education in LIS (i.e. IFLA, EUCLID, and BAILER) were consulted to find the potential respondents of the current study. The questionnaire was sent to 159 LIS schools/departments in Europe; of those, 54 LIS schools/ departments participated in this study. The result indicates that the majority of LIS schools/departments have already integrated the concept of digital libraries into their curriculum. A list of preferred content by LIS faculty members for DL education is presented. Comprehensive literature reviews on DL education aspects have been conducted. The findings of the study would help creating a uniform DL curriculum for Europe and other regions of the world.

Curriculum Contents of Digital Library Education (DLE) in Europe

This chapter investigates the presence and status of environmental education principles, as well as factors for encouraging positive environmental behaviour in students, within three sixth-grade curricula in Nova Scotia, Canada: science, social studies, and health education. The results of the research show a strong reliance on knowledge-based connections to the environment and less importance shown to experiential learning, attitudes, and values. The results also reveal a significant decline in the time and resources allotted to environmentally focused education of these subjects. The effect is a diminished and marginalized environmental education presence in sixth-grade education in Nova Scotia within the context of the Decade of Education for Sustainable Development.

Pass, Fail, or Incomplete?: Analyzing Environmental Education in Nova Scotia's Sixth Grade Curriculum

Tobias et al. (1995) postulated in their book on " Rethinking Science as a Career " that Master's programs could produce graduates who provide the same level of expertise and leadership as professionals do in other fields. They say that they would do so by having the ability to use the products of scholarship in their work and by being familiar with the practical aspects of emerging problem areas. If we consider natural science consisting of physical sciences, biological sciences, mathematics, geosciences, and computer science , degrees in computer science and geosciences served as credentials for practice, whereas physics, chemistry, and biological sciences served as classical graduate education. Robbins-Roth (2006) collected 22 career descriptions for science graduates ranging from public policy to investment banking, and from patent examining to broadcast science journalism. There are several sectors of the society where the principles and knowledge of these science disciplines are used. On the other hand, there are many of the graduates in these disciplines who either are working in areas completely unrelated to their education and training or are unemployable. The need for preparing the science graduates professionally is well recognized

Professionalising Natural Science Education and Multipronged Open Distance Learning

The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however, is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking. Kim J. Hyatt Carnegie Mellon University, USA Jessica L. Barron Duquesne University, USA Michaela A. Noakes Duquesne University, USA

Jessica L. Barron

Papers

Video Gaming for STEM Education