AIMS
The aims of this conference are to develop and continue discussions on STEM Education Research and to introduce new ways to teach and train graduate students in STEM fields. The presentations at the conference will enable us to learn about the work of colleagues locally and internationally to be able to develop collaborations in STEM related projects. Furthermore, our interests goes beyond STEM involving the Arts world and we aim to extend our research on STEAM education and work on proposals involving such Arts initiatives.
LIVE STREAMING
Follow our event on the JKU - STEM Education Facebook page: https://www.facebook.com/JKUSTEM/
INVITED SPEAKERS
Dr Alison Clark-Wilson, University College London, Institute of Education - London Knowledge Lab
Dr Ferenc Arato, University of Pecs, Institute of Educational Sciences
REGISTRATION
We encourage colleagues to register for the conference as soon as possible and submit abstracts (max 200 words):
PLANNED PROGRAMME
Thursday - 18 May 2017
JKU Linz, Room SP2 416-2 in Science Park 2
13:00 – 13:30 – Introduction
13:30 – 14:20 – Plenary (Ferenc Arató)
14:20 – 15:00 – Presentations, discussing STEM Education Research (Vass/Kiss, Datzmann/Brandl, Lindenbauer)
15:00 – 15:30 – Coffee break
15:30 – 17:30 – Presentations, discussing STEM Education Research (Kovacs, Andre, Kiener, Vaczi, Kristinsdóttir, Steindl, Lieban, Vitabar, Corlu)
19:00 – Dinner (optional, sign-up at conference)
Friday – 19 May 2017
JKU Linz, Room SP2 416-2 in Science Park 2
09:00 - 10:30 – Presentations, discussing STEM Education Research (Dana-Picard/Hershkovitz, Weinhandl, Havelkova, Budai, Hofstätter, Mizsei, Přemysl, Shillo)
10:30 - 11:00 – Coffee break
11:00 – 12:00 – Plenary (Alison Clark-Wilson)
12:00 – 13:00 – Lunch
13:00 – 14:30 – Presentations, discussing STEM Education Research (Cicek/Kulaberoglu/Corlu, Kimeswenger, Blazek, Korenova, Szölgyenyi, Csapo, Hašek, Bauer, Munkácsy)
14:30 – 15:00 – Coffee break
15:00 – 16:00 – Future projects and closing
LOCATION
Directions: JKU Linz, Altenbergerstr 69, 4040 Linz
JKU Campus Map
ACCOMMODATION
Budget Accommodation is available at the Sommerhaus Hotel: http://www.sommerhaus-hotel.at/en/linz
But, we are happy to assist you with accommodation requests: Melanie Traxler <stem@jku.at>
LIST OF PARTICIPANTS AND PRESENTERS - REGISTERED
- Alison Clark-Wilson (University College London, UK)
- Ferenc Arato (University of Pecs, Hungary)
- Kristof Fenyvesi (University of Jyvaskyla, Finland)
- Gyorgy Tury (Budapest Metropolitan University, Hungary)
- Thierry (Noah) Dana-Picard (Jerusalem College of Technology, Israel)
- Martin Andre (PH Tirol, Austria)
- Engelbert Stütz (Johannes Kepler University, Austria)
- Andreas Kiener (PH Linz, Austria)
- Kati Munkásy (Eotvos Lorand University, Hungary)
- Vilmos Vass (Budapest Metropolitan University, Hungary)
- Robert Weinhandl (Johannes Kepler University, Austria)
- Sara Hinterplattner (Johannes Kepler University, Austria)
- Andreas Datzmann (Universität Passau, Germany)
- Veronika Havelkova (Charles University, Czech Republic)
- Budai László (Budapest Business School, University of Applied Sciences, Hungary)
- Zsolt Lavicza (Johannes Kepler University, Austria)
- Markus Hohenwarter (Johannes Kepler University, Austria)
- Balazs Koren (Eotvos Lorand University, Hungary)
- Edith Lindenbauer (PH Oberösterreich, Austria)
- Daniel Vaczi (iASK, Hungary)
- Alicia Hofstätter (Johannes Kepler University, Austria)
- M. Sencer Corlu (BAUSTEM Center at Bahçeşehir University, Turkey)
- Barbara Kimeswenger (PHDL, Austria)
- Zoltan Mizsei (iASK, Hungary)
- Jiri Blazek (University of South Bohemia, Czech Republic)
- Lilla Korenova (Comenius University, Slovakia)
- Andrea Szölgyenyi (Johannes Kepler University, Austria)
- Adam Csapo (Mistems Ltd, Hungary)
- Přemysl Rosa (University of South Bohemia, Czech Republic)
- Martin Semrad (Johannes Kepler University, Austria)
- Georg Grasegger (Johann Radon Institute for Computational and Applied Mathematics, Austria)
- Melanie Tomaschko (Johannes Kepler University, Austria)
- Erich Steinbauer (Johannes Kepler University, Austria)
- Fatima El Kosht (DorfTV, Argentina)
- Bjarnheiður Kristinsdóttir (University of Iceland, Iceland)
- Roman Hašek (University of South Bohemia, Czech Republic)
- Fatma Bayrak (Hacettepe University, Turkey)
- Theodosia Prodromou (University of New England, Australia)
- Sara Hershkovitz (CET - Center for Educational Technology, Israel)
- Andreas Bauer (Ars Electronica Linz GmbH, Austria)
- Roi Shillo (CET - Center of Educational Technology, Israel)
- Nil Cicek (Bahçeşehir Uğur Educational Institutions, Turkey)
- Manuel Nchamazeh Leke (Johannes Kepler University, Austria)
- Diego Lieban (IFRS, Brazil)
- Nevzet Kulaberoğlu (Bahçeşehir Uğur Educational Institutions, Turkey)
- Ferenc Kiss (Budapest Metropolitan University, Hungary)
- Zoltán Kovács (PPH Linz, Austria)
- Judith Hohenwarter (Johannes Kepler University, Austria)
- Gerald Steindl (Johannes Kepler University, Austria)
- Astrid Huber (PH-Linz, Austria)
Titles and Abstracts
Alison Clark-Wilson
Scaling student access to dynamic mathematics technology in classrooms in England: Factors that support teacher take-up and sustainability
Given the immense number of dynamic digital mathematics resources that are widely available and the ubiquitous access to the internet in many schools, it would appear that there should be few barriers to teachers’ discovery and incorporation of such resources in their lessons. However, longitudinal studies in England have highlighted the complexities of this process that touches on: institutional constraints; teachers’ mathematics pedagogical technology knowledge; and the school-based opportunities for collaborative teacher learning. This keynote will draw on research data to: highlight teachers’ professional trajectories that provide an insight into how teaching practices with dynamic mathematical technologies can become sustainable over time; and outline the design features of professional development models that support this aim.
Ferenc Arató
Engagement in math learning – approaches for research and development
Three main fields of my presentation cover the main areas of our research and development activities in our trans-gradual research group at University of Pécs (Hungary). The members of the group (researchers and developers, in-service teachers, PhD students, and MA teacher students) are deeply engaged in reforming teaching and learning in the field of mathematics and natural sciences. For this purpose we launched a longitudinal research examining game-based tool-kits for development of mathematical competences (like MathterMinds, Dienes Games, 4DFrame etc.) from the aspect of effectiveness, efficiency, and equity. For another research and development activity we use a project-based approach - we study the ways of engagement of primary school learners (ISCED2A) in math learning and natural sciences within the context of a game-based role-play project (Mars Space Station). Our brand new development for widening our own understanding is Algorithm program which is a trans-disciplinary approach to algorithm and programming through texts, mathematics, music, and move.
Martin Andre
Implementing the statistical process with real data
As soon (presented at CERME 10 in Dublin), but there will be a revision:
Several studies show the importance of context-rich and problem-based learning supported by technology in statistical education. The well-known GAISE College Report (2016) gives recommendations and examples to foster the realization of the findings. But there are also studies that warn of an overestimation of using technology as a tool to include context and real data in school lessons. This research treats of conditions for beneficial implementation of statistical software in a context-rich learning environment that leads to the students’ development of conceptual understanding of the overall statistical investigative process.
Andreas Bauer
ESERO Austria - Full STEAM ahead into space!
ESERO (European Space Education Resource Office) is ESA’s umbrella educational project supporting formal education of the sciences in European primary and secondary schools. By offering educational activities specifically tailored to the national curricula the ESERO offices play an important role in supporting science and technology education, and in inspiring the next generation to pursue STEM-related studies and careers, particularly in the space domain.
ESERO Austria is hosted since last year in the Ars Electronica Center, a place of inquiry and discovery, experimentation and exploration, a place that has taken the world of tomorrow as its stage, and that assembles and presents influences from many different ways of thinking and of seeing things.
Jiri Blazek (Co-Author: Pavel Pech)
Locus Of points in education and possibilities of current software
In recent years, command LocusEquation, considerably facilitating solutions of many geometric problems at the high school level, was implemented in GeoGebra. This presentation introduces two „case studies” how application of this command helps to find a classical solution of the problem. The first example was already published elsewhere. The second example, still being worked on, involves some special cases in which LocusEquation of the current version fails.
Nil Cicek, Nevzat Kulaberoğlu, M. Sencer Corlu
EarlySTEM Program: Reactions from Practitioners and Administrators
The earlySTEM program, which is grounded in STEM: Integrated Teaching Framework, is originally developed for K-4 students by a group of teachers while the educational researchers at the university provided teachers with guidance during the development and implementation phases. Following a design-based approach, the program is implemented at 11 schools across Turkey in its first year, reaching a total of 1,060 students. Presenters, who represent the upper management of the program schools and the principal investigator of the project at the university, will introduce the specifics of the program as well as discuss the preliminary results of the program evaluation study.
M. Sencer Corlu
STEM Integrated Teaching: A Framework for Sustainable Professional Development of Teachers
In this presentation, I shall start by discussing the dynamic and complex nature of the problems the individuals face in the Knowledge Society life. The discussion will continue on how historical and contemporary sources, in addition to those wicked (or ill-defined) problems provided the STEM Integrated Teaching Framework with a rationale and how the Framework helped the investigator develop the BAUSTEM Teacher Professional Development Program. Both the first-hand challenges experienced by the principal investigator of several projects and several teacher-generated materials will be presented so that the audience can appraise the impact of the program on the professional development of mathematics and science teachers.
Adam Csapo
MaxWhere: Towards a spatial operating system for collaborative education
As e-learning technologies gain widespread acceptance, the next big shift in learning technologies is expected to be brought forth by the cyber-learning (c-learning) paradigm, which focuses on increasingly decentralized forms of social, collaborative education. In this presentation, we introduce MaxWhere, a freely available, extensible 3D platform that integrates existing formats for c-learning while organizing them into persistent 3D spaces with rich spatial interactions.
Thierry (Noah) Dana-Picard and Sara Hershkovitz
Geometrical motives in Jewish traditional artifacts and their usage in STEM Education
Traditional Jewish artifacts show various generally different kinds of symmetries: rotational symmetry, axial symmetry, sometimes translations (e.g. in architecture). Other affine plane transformations may appear, such as affinities.
The study of these geometrical features may be a good basis for courses in plane and space geometry and in analytic geometry. Such a basis is important for students which have studied previously only Talmudic studies, as it uses artifacts form the students' natural environment.
Moreover, the usage of technology helps the students to find their own experimental way to acquire more mathematical knowledge, the technological skills being part of this new knowledge.
The authors are experimenting this framework both for high-school students and for undergraduate students. This fits the official syllabus. The main technological tool used in these courses is GeoGebra.
In our talk we will describe an activity built around architectural motives, and show how students used GeoGebra to build a model, by enhancing knowledge in Analytic Geometry.
Andreas Datzmann
Interactive mathematical maps for de-fragmentation
Transition from school to university in mathematics is still a problem. Only around 20 % of the students, who start studying mathematics at university, graduate. In order to improve this situation at the University of Passau the BMBF-sponsored project SKILL aims at the development of innovative teaching formats in teacher education. As ICT and e-learning tools are getting more and more important for pupils and students, we intend to use blended learning in connection with interactive mathematical maps in order to overcome transition problems, reduce drop-out rates, foster making connections and joined-up thinking by defragmentation in mathematics teacher education. Interactive mathematical maps a didactical tool in the form of a virtual tree or net, which shows interrelation between topics (horizontal dimension) as well as the development of a subject matter – starting from an initial problem – in time (vertical dimension).
Roman Hašek
Through mathematics to technology
MatemaTech, the common project of the University of South Bohemia, South Bohemian Chamber of Commerce and Johannes Kepler University funded through the cross-border cooperation program Interreg V-A Austria–Czech Republic, the idea of which is closely connected to the goals of STEM will be briefly presented. This project aims to attract pupils to technology and natural science via a specific approach to mathematics teaching when mathematical topics are presented in connection with their application in these fields. Continuous use and development of these methods and their introduction to mathematics teachers and students of mathematics teaching within the South Bohemian region will be guaranteed by establishing a STEM center at the University of South Bohemia.
Veronika Havelkova
Factors influencing the use of dynamic mathematics software in teaching
The presentation describes the basis of the PhD study, which will be devoted to the study of factors influencing the use of dynamic mathematics software in teaching in the Czech Republic.
Alicia Hofstätter
Development of an Interactive Whiteboard Software based on GeoGebra
Based on GeoGebra we develop a software for interactive whiteboards. It will later be integrated in the bavarian mebis media platform. The software is supposed to be as intuitive and easy to use as possible and also serve the needs of STEM-teachers. Accompanying research wants to determine which functions or tools are essential for teaching and how the user interface can be optimized for usage on an interactive whiteboard.
Andreas Kiener
Design-based-learning with physical computing
Physical computing takes a hands-on approach, which includes soldering as well as programming. Design-based learning (DBL) is an educational approach in which students gather and process theoretical knowledge while working on the design of artifacts in project settings. DBL is akin to inquiry-based-Learning (IBL), which was found motivating in science education. Although it is difficult to set boundaries between DBL and IBL, the focus in DBL lies in integrating science, engineering, mathematic in design assignments to construct artifacts. To answer the research questions related to DBL and IBL in lessons with physical computing, a non randomized experiment with two classes is carried out. The treatment is a lesson about physical computing with a posttest of CILI (Criteria of Inquiry Learning Inventory) extended by items of design based learning criteria.
Barbara Kimeswenger
Judging the Quality of Open Educational Resources
Recently, authors of different educational backgrounds have created a vast number of instructional resources and uploaded them on various online repositories. For this reason, it is often difficult for teachers to find quickly suitable materials within this abundance for their own mathematics lessons. This project combines qualitative and quantitative research and aims to identify important factors contributing to the quality of Open Educational Resources. Additionally, I develop a conceptual design for a review system that can be implemented on online platforms and attempts to support teachers in finding high-quality materials.
M-Arts: Building a Bridge between Mathematics and Arts
This presentation gives a short overview of the research aim of a future project combining the disciplines mathematics and arts.
Lilla Korenova
GeoGebra in Teaching of Primary School Mathematics
The teaching of primary school mathematics is significantly oriented on the development of basic mathematical literacy and cognitive skills such as remembering, understanding and applying. Nowadays, it is very important to implement teaching methods that are motivating for children and lead to more effective teaching. The use of digital technology such as interactive boards, tablets and smartphones with suitable software and applications is appropriate for children in this digital age. This contribution intends to point out the possibilities of GeoGebra software as an effective tool for teaching mathematics for children between 6 and 11. We created and circulated a questionnaire to determine the use of technology by primary education teachers in Slovakia and Hungary, and their opinions and experience concerning GeoGebra software.
Bjarnheiður Kristinsdóttir
Silent video tasks and their use in upper secondary school
This research project focuses on silent video tasks. It aims to explore the expectations and experiences of upper secondary school mathematics teachers in Iceland regarding these particular tasks, the way they deal with students’ mathematical misconceptions discovered in the process, and how students’ commentaries to silent videos affect the consecutive lesson planning.
Budai László
The measurement of spatial abilities and his development with the help of GeoGebra in high school
Results of a through five years PhD. research.
Diego Lieban
Geometric Modelling: physical and digital resources combined
We will share briefly a set of seesaws developed by prospective teachers from Brazil, as part of a practice with geometric modelling. The combined use of physical and digital resources to represent joints is the basis to evaluate perspectives of this approach for teaching and learning related especially to Science, Technology, Engineering and Mathematics (STEM).
Edith Lindenbauer
Relations between digital applets and students' conceptions in functional thinking
Functional thinking is an important concept in mathematics education. For students, a variety of problems arise when working with functions and it has been widely investigated by numerous researchers. Considering the development of dynamic mathematics software, additional aspects of functional thinking arise. It needs to be examined whether or not dynamic mathematics worksheets are able to support students in an early stage of learning functions in developing appropriate conceptions. Based on these issues, I designed dynamic worksheets visualizing the transfer between situational model and graphical representations and integrated them into a qualitative study to examine their influence on students’ conceptions.
Zoltan Mizsei
The music of the Spheres
In this interdisciplinary presentation we meet the concept of the music of the spheres by antique and modern authors (Pythagoras, Aristoteles, Platon, Kepler) We reflect on the concept of time and space through famous works of 20th century composers (Cage: 4:33, Ligeti: Atmospheres). Finally after getting familiar with the elementary proportions of music – according to the antique concept – we construct our own sounding model of the Solar system.
Kati Munkácsy
A test of young students' motivation
I studied young students' motivation through J. Kuhl test. Children with low achievement had also high level of motivation. I would like to show some statistical data and some examples of children's answers.
Přemysl Rosa
Potential of Maple as tool for improving financial education of future teachers
The presentation deals with an original collection of educational materials developed by the author at the Faculty of Education at the University of South Bohemia. Main goal of these materials is to support the financial education of future teachers with interactive environment in addition to the usual computer means of financial computation such as spreadsheet and online calculators. Maple enables to create interactive documents whose interactivity consists in implementation of a simple user interface beyond the framework of usual document. This fact enables the user to influence the computation result by a change in input parameters and thus de facto to simulate an inexhaustible number of situations.
Roi Shillo
Measuring Creativiy
This research suggests methodology to automate the learner’s creativity measurement based on algorithms that use the learner's activity stream. The algorithm will be developed on big data and with support of machine learning concept. Its goal is to find unique learner’s online behaviour for learners who showed more-creativity versus the students who showed less-creativity.
Many studies exists on creativity (Da Costa, Páez, Sánchez, Garaigordobil & Gondim, 2015). These researches mention the importance of creativity in vastly changing world like the world we are living in today. Developing creativity is important for adapting to this world and for continue its advancements (Leikin, 2013).
The research will focus on three main questions. First, the way to evaluate creativity in self-learning online environment. Second, finding correlation between the learner’s background parameters and creativity. And third, finding unique learning characteristics that has a correlation with the learner’s creativity.
Gerald Steindl
Investigating collaboration systems to enhance project groups out of maths teachers in educational system
Gerald Steindl studied in his diploma thesis „Mathematics Teaching with Learning Management Systems“ as a professional uses of learning management systems (LMS). The professional integration of LMS into teaching aimed to explore the educational advantages offered by using these instruments. Learning management systems are parts of collaboration tools that could help to enhance learning communities in classrooms. There are other tools that teachers and students already use such as social networks, instant-messengers, wikis, microblogs, etc. that could be utilised to forster learning communities and also project groups out of teachers. Collaboration tools should be used in educational system also between teachers to improve cooperative learning and learning achievement on co-educational learning tasks, like the Austrian „Zentralmatura“. To be able enhance project groups out of maths teachers it’s important to know what maths teachers, especially current expert-users, like and want from collaboration systems. My PhD study aims to concentrate on utilising and developing collaborative systems for project groups out of maths teachers. In my presentation, I will outline the inital ideas for my doctoral dissertation.
Andrea Szölgyenyi
Geometry and Spatial Abilities in an Austrian School
I want to give an overview over three projects dealing with spatial abilities:
Project 1: PhD: The Developement of Teaching Geometry in Sec. I of Austrian High Schools with Special Focus on Spatial Abilities.
Project 2: The Implementation of STEAM Edcuation Ideas in a School.
Project 3: Using Minecraft in Geometric Drawing Lessons for Training of Spatial Abilities.
Daniel Vaczi and Zoltan Mizsei
SoundEmbroidery
SoundEmbroidery is a real-time audio-visualisation tool. It is based on a principle called PitchCompass: it makes a clear correspondence between the 12 chromatic music notes, the 12 directions of the plane and the 12 colors of the color wheel.
Vilmos Vass and Ferenc Kiss
The Coherency of Creative Learning and STEM Education in Higher Education
The presentation has focused on coherency between creative learning and STEM education, especially analyzing the conceptual change and different approaches of creativity giving some best practice and case studies at Budapest Metropolitan University. At the conclusion part, we will raise some questions and dilemmas in order to plan curricula and develop creative thinking more effectively.
Robert Weinhandl
In-service teacher training for the Flipped-Classroom-Method
Good educations requires excellent teachers! Especially, if a new teaching- and learning-method is used and this method includes new technologies and new media. My research goal is to figure out, what kind of support as well as learning and teaching materials teachers need, when they conduct their first Flipped-Classroom-Experiments.
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