A1 Journal article (refereed)
Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design (2020)


Mäkelä, Tiina; Fenyvesi, Kristof; Mäki-Kuutti, Matias (2020). Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design . Journal of Research in STEM Education, 6 (1), 1-17. https://j-stem.net/index.php/jstem/article/view/74


JYU authors or editors


Publication details

All authors or editors: Mäkelä, Tiina; Fenyvesi, Kristof; Mäki-Kuutti, Matias

Journal or series: Journal of Research in STEM Education

eISSN: 2149-8504

Publication year: 2020

Volume: 6

Issue number: 1

Pages range: 1-17

Publisher: J-STEM

Publication country: Turkey

Publication language: English

Persistent website address: https://j-stem.net/index.php/jstem/article/view/74

Open Access: Publication published in an open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/71239


Abstract

The need for effective and attractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and cross-curricular skills such as creativity, innovation, and entrepreneurship has garnered attention. A deep theoretical and empirical understanding is required when designing STEM LEs. In this study, a pedagogical framework for STEM LEs has been developed based on feedback from students, aged 10–18 years old, teachers, school directors, parents, and STEM professionals, and supported by the literature. First, representatives of key stakeholder groups in Belarus, Finland, Germany, Greece, and Spain (total n = 132) were invited to co-design focus group (FG) 1 sessions to collect their wishes related to STEM LEs. The data was collected through an online survey with open-ended questions. The analysis of the data led to the design of the pedagogical framework, which was validated by the same stakeholder groups (total n = 137) in FG2 discussions. The empirically and theoretically grounded framework entails general design principles as well as principles related to ways of teaching and learning, socio-emotional aspects, and cross-curricular skills. Both the results of this study and the previous literature suggest that different pedagogical design principles are highly interrelated. For instance, novel tools and methods, collaborative methods, reflective learning, and entrepreneurial skills may support creativity and innovation, and vice versa. Therefore, instead of focusing on singular design principles, we recommend considering a wide range of different LE design principles to support multiple ways of teaching and learning, and to develop both subject-related and cross-curricular knowledge, skills, attitudes, values, and ethics.


Keywords: learning environment; pedagogical planning; science; technology (sciences); educational science; mathematics

Free keywords: STEM; pedagogical framework; pedagogical design principles; focus group; co-design learning environment


Contributing organizations


Related projects

STIMEY Science Technology Innovation Mathematics Engineering for the Young
Kankaanranta, Marja
European Commission
01/09/2016-31/08/2019


Ministry reporting: No, publication in press


Last updated on 2020-27-07 at 12:14