Presentation of the STEM@school project, the 4th SPNE Barcelona 16 April 2015

1. STEM@school:
an integrated approach to teaching
STEM.
April 16th 2015, Barcelona

2. The concept?

3. Perceived problem…

4. STEM: opportunity for youngsters.
Number unemployed with STEM-degree is very low !

5. • VRWI study:
Students graduating in a STEM area:
‒secundary education: 43.4%
‒higher education: 19%
• Why don’t students choose for STEM ?
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[van den Berghe W., De Martelaere D., “Kiezen voor STEM. De keuze van jongeren voor technische en wetenschappelijk
studies”, VRWI, 2012]

6. ROSE project
• The ROSE project: Relevance Of Science Education
http://Roseproject.no
Sjoberg, Schreiner, “The Rose project: An
overview and key findings”
International study regarding the attitude towards
science and technology.
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7. 7

8. 8

9. 9

10. 10

11. Assumption
• Relevance of STEM must be obtained in
(primary and) secondary education through
integration of the different STEM subjects in a
school’s curriculum by creating a single STEM
course.
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12. What is STEM@School?

13. STEM@School
• 4 year research project:
‒Start of the project: june 2014
‒End of the project: june 2018
• Financed by IWT
(Innovation in Science and Technology)

14. STEM@school - partners
‒KULeuven-ESAT-MICAS (Department of
Engineering)
‒KULeuven-SLO-physics (Teacher Training Centre)
‒KULeuven-HIVA (Research Institute for Work and
Society)
‒UA-educational sciences
‒VSKO (educational umbrella organization)
‒GO! (educational umbrella organization)

15. Goals of the project
• Developing, adaptation, testing, validation and
implementation of a STEM learning
environment / curricula …
• …While maintaining the current knowledge
level of mathematics and sciences (physics).
• …Based on the concepts of:
‒Integration
‒Relevance

16. Key concept 1: integration
• Subjects: mathematics, physics, informatics
and engineering…
• … By integrating them in a cross-curricular
(STEM) course…
• … Consisting of 4 modules
• Age: 14 – 15 y
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17. Key concept 2: relevance
• Integrating different learning content
(subjects) reveals the relevance of the specific
subject-related information regarding the real-
life and present (social) problem.

18. The STEM learning environment –
learning content modules…

19. Developed modules?
Projects?
=
Learning content modules
methodology
resources
STEM-learning
environment

20. Positie 𝑠 𝑡 , snelheid 𝑣 𝑡 ,
versnelling 𝑎 𝑡 :
EVRB,
afleiding grafieken: bv.:
𝑠 𝑡 = oppervlakte
onder 𝑣 𝑡 − grafiek,
𝑎 𝑡 = helling van raaklijn
aan 𝑣 𝑡 − grafiek
Ontwerp & programmatie
wagentje
Flowcode
Stroomkring, sensoren,
microcontrollers
Vgl. rechte, afstand
Opstellen 1egraadsfuncties,
2degraadsfuncties
Veranderingen ∆𝑦 ∆𝑥,
Raaklijn aan een curve
Optica:
bv.: lenzenformule,
afleiding wet Snellius,
spiegels,breking,...
Museumbeveiliging via
laserstralen
Merkwaardige lijnen
in driehoek
sin, cos, tan, Pythagoras
Gelijkvormige driehoeken
Homothetieën
Vergelijking van een rechte,
Snijpunten, stelsel
Mechanica- bewegingsleer
Optica
Functies & grafieken
Meetkunde-driehoeken
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21. Positie 𝑠, snelheid 𝑣,
versnelling 𝑎:
EVRB in 2D = 2x 1D Programmatie
hovercraft
Arduino
Sturingen
Vectoren: ontbinden & optellen,
scalar x vector
Stelsels van vgln
Transformaties
Coördinaten
2degraadsfuncties, Parabolen
Newton
𝐹 = 𝑚 ∙ 𝑎
Ontwerp
revalidatiemiddel
Vectoren (herh.)
sin, cos, tan (herh.)
Moment 𝑀
(Evenwichts)vgln 2D Stelstels van vgln (herh.)
Mechanica – krachten
Mechanica – bewegingsleer
Vectoren
Stelsels van vgln
Functies & grafieken
Vectoren
Stelsels van vgln
Meetkunde – driehoeken
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22. Questions
For further information:
Hans.van.boven@g-o.be
Marc.Beddegenoodts@g-o.be
Heidi.knipprath@kuleuven.be
Wim.dehaene@esat.kuleuven.be