A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design (2022)
Mäkelä, T., Fenyvesi, K., Kankaanranta, M., Pnevmatikos, D., & Christodoulou, P. (2022). Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design. Educational Technology Research and Development, 70(4), 1329-1357. https://doi.org/10.1007/s11423-022-10114-y
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Mäkelä, Tiina; Fenyvesi, Kristóf; Kankaanranta, Marja; Pnevmatikos, Dimitris; Christodoulou, Panagiota
Lehti tai sarja: Educational Technology Research and Development
ISSN: 1042-1629
eISSN: 1556-6501
Julkaisuvuosi: 2022
Ilmestymispäivä: 17.05.2022
Volyymi: 70
Lehden numero: 4
Artikkelin sivunumerot: 1329-1357
Kustantaja: Springer
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/s11423-022-10114-y
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/81200
Tiivistelmä
The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10–18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies.
YSO-asiasanat: oppimisympäristö; pedagoginen suunnittelu; yhteissuunnittelu
Vapaat asiasanat: focus group; learning environment; participatory co-design; pedagogical design principles; pedagogical framework; STEM
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- STIMEY Science Technology Innovation Mathematics Engineering for the Young
- Kankaanranta, Marja
- Euroopan komissio
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 1
