log inhelp

 | 
View
 

Creativity in STEAM Education Conference: 19-20 April 2018

Page history last edited by Zsolt Lavicza 6 years, 10 months ago

AIMS

The aims of this conference are to develop and continue discussions on STEAM Education Research at this time focusing on different aspects of creativities. 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 STEAM related projects. This time we would like to further explore the role of Creativity in STEAM education and advance our knowledge in supporting creative environments for learning. Thus, we hope that not only researchers, but also artists, teachers, teaching specialists and anyone wish to contribute to the topics will join us.

 

 

INVITED SPEAKERS

Pamela Burnard, University of Cambridge, UK - Reviewing the potential and challenges of developing STEAM education 

Attila Szabo, Stockholm University, Sweden - Mathematical talent and creativity 

Theodosia Prodromou, University of New England, NSW, Australia - Examples of creativity from microworlds, simulations to Big Data

 

 

Additional invited speakers to be announced during February and March 2018

 

REGISTRATION

We encourage colleagues to register for the conference as soon as possible and submit abstracts (max 200 words): 

 

PLANNED PROGRAMME

 

Thursday - 19 April 2018

JKU Linz, Room S2 - 416

 

10:00 – 11:30 – Introduction - Open discussion on STEAM Education Research

11:30 – 13:00 – Lunch

13:00 - 14:00 - Keynote - Pam Burnard

14:00 – 15:30 – Presentations, discussing STEAM Education Research (Weinhandl, Bekesi, Reisinger, Katona, Pennestrì, Tõnisson)

15:30 – 16:00 – Coffee break

16:00 – 17:30 – Presentations, discussing STEAM Education Research (Russo, Körtesi, Hed, Budinski, Reisinger, Heinesen Højsted)

19:00- Dinner in the City Centre (Restaurant StadtLiebe)

 

Friday – 20 April 2018

JKU Linz, Room S2-416

 

09:00 - 10:00 – Keynote - Attila Szabo

10:00 - 10:30 - Presentations, discussing STEAM Education Research (Shillo, Budinski)

10:30 - 11:00 – Coffee break

11:00 – 12:00 – Presentations, discussing STEAM Education Research (Lieban, Pintér, Tomaschko, Misfeldt)

12:00 – 13:00 – Lunch

13:00 – 14:00 – Keynote - Theodosia Prodromou

14:00 - 14:30 - Presentations, discussing STEAM Education Research (Lakos, Rathonyi)

14:30 – 15:00 – Coffee break

15:00 – 16:30 – Presentations, Future projects and closing (Kristinsdóttir)

17:00 - 18:00 - Dance - tango lesson by Kalman Bekesi

19:00 -  Dinner, walking in the city, milonga

 

 

LOCATION

Directions: JKU Linz, Altenbergerstr 69, 4040 Linz
JKU Campus Map

 

PUBLICATION OF PAPERS

Publications of papers is possible in the K-12 STEM Education Journal 

Please contact Zsolt for further details 

 

ACCOMMODATION

Budget Accommodation is available at the Sommerhaus Hotel: http://www.sommerhaus-hotel.at/en/linz or Harry's Home Hotel https://www.harrys-home.com/en/linz/rooms-prices/

You can connect the hotel directly stating that you are attending the Creativity in STEAM Education Conference (code: STEAM Education) and receive a discounted price.

If you have any difficulties with the accommodation you can contact: Barbara Fröhlich <Barbara.Froehlich@jku.at>

 

ONLINE STREAMING

You can also follow the conference online on JKU STEM Facebook page:

https://www.facebook.com/jku.stem.52

 

 

Photos

Day-1

https://photos.app.goo.gl/AGmZSL3h8ZS6qwjr2

Day-2

https://photos.app.goo.gl/noC8WEEbDFBgcKr02

 

 

Registered Participants

Andre Martin JKU Austria
Bekesi Kalman Department for Analyses of Public Education, Educational Authority, Budapest Hungary
Brandl Matthias University of Passau Germany
Budinski Natalija Petro Kuzmjak school Serbia
Burnard Pam University of Cambridge UK
Grasegger Georg Johann Radon Institute for Computational and Applied Mathematics (RICAM) Austria
Hed Guy CET Israel
Heinesen Højsted Ingi Aarhus University Denmark
Katona Dániel Alfréd Rényi Institute of Mathematics - Hungarian Academy of Sciences & Doctoral School of Mathematics - Eötvös Loránd University Hungary
Kiss Ferenc Budapest Metropolitan University Hungary
Korenova Lilla Comenius University in Bratislava, Faculty of Education Slovakia
Körtesi Péter University of Miskolc Hungary
Kristinsdóttir Bjarnheiður (Bea) University of Iceland Iceland
Lak Agnes Rozina Educational Authority Hungary
Lakos Daniel Moholy-Nagy University of Art and Design Hungary
Lavicza Zsolt Johannes Kepler University Linz Austria
Lieban Diego IFRS / JKU Brazil
Misfeldt Morten Aalborg University Denmark
Pennestrì Pietro University of Rome - Sapienza Italy
Pintér Gergő MTA Rényi Institute, Budapest Hungary
Prodromou Theodosia University of New England Australia
Rathonyi Gabor Kristof Health Services of Budavari Local Government, Department of Orthopaedics Hungary
Reisinger Manuel JKU Austria
Russo Cecilia Johannes Kepler Universität Linz Uruguay
Shillo Roi Ben Gurion University of the Negev Israel
Soos Anna Babes Bolyai University Romania
Szabo Attila Stockholm University Sweden
Szölgyenyi Andrea JKU/GvP Austria
Tomaschko Melanie Johannes Kepler University Linz Austria
Tõnisson Eno University of Tartu Estonia
Weinhandl Robert JKU Linz Austria

 

Titles and Abstracts

Last Name First Name Institution Country Co-author Title Abstract
Bekesi Kalman Department for Analyses of Public Education, Educational Authority, Budapest Hungary   Use of Information and Communication Technologies and Performance in Mathematics on Grade 6, 8 and 10 in Hungary. Secondary analysis of IEA TIMSS 2015, and National Assessment of Basic Competencies 2013, 2015 and 2017 Research question is what associations we can find between different forms of use of information and communication technology and student performance in mathematics. The initial data is Hungarian students at their 8th grade in IEA TIMSS 2015. To the same sample of students we could link performance and socioeconomic indexes from grade 6, 8 and 10 by using results from the National Assessment of Basic Competences (conducted on the whole population of the given grades). Thus we are able to analyse some aspects of change in their mathematics knowledge throughout 4 years and its possible association to the use of technology. At this point of the research I calculated means, relative distributions by various groupings, standard errors, plausible values of overall mathematics performance and t-tests for significance of differences. Regression modelling is forthcoming. After taking all technology-related questions from TIMSS 2015 student questionnaire into account, the use of Internet for cooperation between peers on doing school tasks appears to be salient. Preliminary results are that (regarding ICT) we can find the strongest differences in achievement on maths assessments if grouping students by their answers on cooperation with peers. When looking at those pupils who do not use Internet for online cooperation on doing projects or other assignments we find that their achievement is significantly lower than in any other ways of grouping. For instance, they achieve significantly lower than if we group students by not using Internet for accessing school curriculum and tasks to practice. Results also show association between doing mathematic tasks by online cooperation and the larger extent of the improvement in mathematics performance from grade 6 to 8. However, this can’t be interpreted as a causal relation. All linked student and school level data are anonymized and managed with confidentiality.
Budinski Natalija Petro Kuzmjak school Serbia   Origami in mathematical education In the presentation we describe use of origami in mathematical education trough different kind of activities. Origami is well know Japanese paper folding skill which become scientifically significant when Huzita and Hatori established axioms. Because of that various mathematical content can be conveyed to students by using origami. Also, it can be combined with use of technology.
Budinski Natalija Petro Kuzmjak school Serbia   Origami in mathematical education We have used origami in formal mathematical lessons in order to enhance process of learning and teaching mathematics. We have developed lessons plans for implementing origami in teaching geometry, but also other mathematical concepts such as mathematical proof or fractals. While in some we have used educational software GeoGebra, we have also started to develop learning strategies that will develop students programming abilities. Combining origami and GeoGebra, Scratch or any other software allows students to connect real, physical world and virtual reality.
Hed Guy CET Israel Roi Shillo GeoGebra xAPI wrapper: Toward large scale analysis of user behavior A proposed method for a large scale assessment of student behavior, which allow the evaluate creativity related behavior in conjuncture with various syllabi and materials.
Heinesen Højsted Ingi Aarhus University Denmark   Research Based Design for Mathematics Teaching with Dynamic Geometry Software This presentation reports on initial ideas for a recently started PhD project seeking to understand how teaching with dynamic geometry software (DGS) can be designed to utilize the potentials of such software. In particular, the focus is on the potentials for supporting students’ development of mathematical reasoning competency and representing competency in lower secondary schools. Furthermore, the project seeks to study the current usage of DGS in Danish primary and lower secondary schools. The current plan is divided into three parts: First, a review (ongoing) consists of research literature regarding potentials and challenges with DGS in mathematics education, especially in relation to reasoning and representing competencies. Second, a quantitative study will be carried out to investigate how DGS is being used in Danish primary and lower secondary schools, mainly by means of a survey to the teachers. Third, teaching approaches with DGS will be designed by using the knowledge gained from steps one and two, and carried out in 2-3 Danish lower secondary school classes. To this end design-based research methodology is used. Analyses will be made of the teaching lessons using instrumental genesis as a theoretical optic. These analyses are to inform a conceptualization of generic principles for design of teaching, which utilises the potentials of DGS, in teaching that aims to develop the above-mentioned competencies.
Katona Dániel Alfréd Rényi Institute of Mathematics - Hungarian Academy of Sciences & Doctoral School of Mathematics - Eötvös Loránd University Hungary   Pósa's WPT fostering creativity? Lajos Pósa has been organizing out-of-school talent care mathematics activities for 12 - 18 year old children for 3 decades now. The problem-solving and -posing sessions are designed for discovery learning mathematics, partially but essencially based on the complex connections between the problems. In the short talk a sample of this Web of Problem Threads is to be presented, for raising the question whether working with the WPT fosters the development of creative thinking and to what extent.
Körtesi Péter University of Miskolc Hungary - GeoGebra Roadshow experience In the project EFOP-3.4.4-16-2017-0008, entitled Tudás-Vár a Miskolci Egyetem we did organize a chain of GeoGebra Roadshow type presentations, and meeting the colleagues throughout Nord-Eastern Hungary we gained a lot of experience we wish to sher with the GeoGebra community.
Kristinsdóttir Bjarnheiður (Bea) University of Iceland Iceland   Unleashing students’ creativity with silent video tasks in mathematics class Silent video tasks can unleash students’ creativity, even in mathematics classrooms where students usually neither communicate nor work creatively. In a silent video task, students are invited to watch a short mathematics film without text or sound. Next, they are asked to discuss it in groups of two and record their voice-over. Teachers can use the task either as an introduction to a new concept or as a summary to review previously studied topics. Possible pre-/misconceptions and imprecise language use can be addressed in a follow-up lesson, and preferably some selected solutions are shown and discussed with the entire class.
Four mathematics teachers in different upper secondary schools in Iceland, assigned a silent video task in their classes in fall 2017. Teachers were interviewed before and after assigning the silent video task, and after the follow-up lesson. Their students (N=62) answered short online questionnaires before and after the follow-up lesson. The silent video task showed to be easy to implement and teachers were surprised by their students’ ability to work creatively and use technology. All four teachers noted that the task helped to break up their normal teaching routines. In the presentation further results will be discussed.
Lakos Daniel Moholy-Nagy University of Art and Design Hungary Eszter Losonczi Jump from Paper Research question is what associations we can find between different forms of use of information and communication technology and student performance in mathematics. The initial data is Hungarian students at their 8th grade in IEA TIMSS 2015. To the same sample of students we could link performance and socioeconomic indexes from grade 6, 8 and 10 by using results from the National Assessment of Basic Competences (conducted on the whole population of the given grades). Thus we are able to analyse some aspects of change in their mathematics knowledge throughout 4 years and its possible association to the use of technology. At this point of the research I calculated means, relative distributions by various groupings, standard errors, plausible values of overall mathematics performance and t-tests for significance of differences. Regression modelling is forthcoming. After taking all technology-related questions from TIMSS 2015 student questionnaire into account, the use of Internet for cooperation between peers on doing school tasks appears to be salient. Preliminary results are that (regarding ICT) we can find the strongest differences in achievement on maths assessments if grouping students by their answers on cooperation with peers. When looking at those pupils who do not use Internet for online cooperation on doing projects or other assignments we find that their achievement is significantly lower than in any other ways of grouping. For instance, they achieve significantly lower than if we group students by not using Internet for accessing school curriculum and tasks to practice. Results also show association between doing mathematic tasks by online cooperation and the larger extent of the improvement in mathematics performance from grade 6 to 8. However, this can’t be interpreted as a causal relation. All linked student and school level data are anonymized and managed with confidentiality.
Lieban Diego IFRS / JKU Brazil   Physical and digital connections in STEAM Education We will introduce some perspectives in using Physical and Digital resources combined. From mechanisms to games, we suggest STEAM connections looking at to different competencies that can be triggered by this approach. With machine joints, mechanical principles and geometry come together. Playing and developing games, we will outline perspectives for combinatorics and geometric properties like symmetry. Also, we will discuss shortly possibilities in making games in class, digitally and physically. We are focusing on the importance in adapting them to foster creativity and connections with other technologies currently available as 3D printer, for instance.
Misfeldt Morten Aalborg University Denmark   Creativity as a learning objective in primary mathematics teaching Creativity as a learning objective in primary mathematics teaching

What does it mean to teach mathematics in a creative way, and what does it mean to have mathematical creativity as a learning objective? This talk reports from work with using GeoGebra to develop mathematical board games, and discusses the tensions between creativity and formal learning objectives
Pennestrì Pietro University of Rome - Sapienza Italy Federico Fabrizi Web Teaching Tools in Electromagnetism Electromagnetism is a core course in physics and engineering curricula. One
of the main difficulties experienced by students is the execution and visualiza-
tion of numerical results. In fact, many design tasks require the evaluation of
sequences of algebraically complex formulas. Moreover, signicant insights are
gained in the physical understanding and phenomena interpretation through
graphical representation of magnetic and electric fields.
The purpose of our STEM project is the development of series of web apps
for assisting students in the solution of common problems in electromagnetism,
such as the calculation and representation of electric and magnetic fields inside
a rectangular waveguide.
The tools will be developed with software tools such as Python and Django.
Our presentation will report on the progresses and experience gained during
the project development.

https://drive.google.com/file/d/1OC4VEK4z_utmaNUrZm5hzfR34myVUhBY/view?usp=sharing
Pintér Gergő MTA Rényi Institute, Budapest Hungary   Infinite secrets of Dobble At last time I talked about the 'MathMorphosis' lecture series, the slides can be downloaded from here: http://matemorfozis.hu/2018/02/28/steam-oktatasi-konferencia-linz/. Now I will explain one of the topics in detail: how can the Dobble pack be created? It turns out that the conventional processes of the Mathematics do not work, but an exotic association helps, namely, a finite plane extended with points at the infinity. What can this phenomena teach for us?
Rathonyi Gabor Kristof Health Services of Budavari Local Government, Department of Orthopaedics Hungary Zoltan Sandor, Elek Dinya Spinal clinical research project using Geogebra-an interdisplinary project Serious low back pain affect almost 80% of the entire society at least once in the lifetime. Treatment options are complex and prediction of outcome is obscure. Posture might be linked to degeneration and symptoms. Our study aims to develop an open access, user friendly, easy to use application for everyday clinical practice to assess posture using different imaging modalities (i.e X-rays, MRI, etc.). Later, this application can be further developed to assess degeneration and search investigate causal connection between posture and degeneration. Research and development of image processing and automated measurement requires interdisciplinary cooperation between clinicians and basic IT researchers. Our application is developed on Geogebra platform.
Reisinger Manuel JKU Austria Barbara Sabitzer JKU COOL Lab - An open meeting place for learning and teaching The JKU COOL Lab startet in October 2017. It aims are increasing interest for informatics & STEM, introducing computational thinking in all subjects, increasing digital literacy, enhancing didactical competences, developing and providing cross-curricular teaching units and materials and in-service training with teaching and school practice. The teaching concept COOL informatics has four principles: discovery, cooperation, indivduality and activity. Combining them, we want to foster creativity and computational thinking - of children, pupils, students and (future) teachers.
Reisinger Manuel JKU Austria   Digital basic education - A cross-curricular approach of combining mathematics and computational thinking in Austrians lower secondary schools In Austria, the new school subject digital basic education will be mandatory in lower secondary education in future, starting with school year 2018/19. It’s part of the digital literacy strategy of the ministry of education and defines digital skills, which should be reached by pupils until grade 8. Austrian schools now have to find strategies, how to integrate the new subject into the curricula of other subjects. With my PhD, I want to contribute to cross-curricular-teaching of computational thinking and mathematics. I want to find topics in both curricula, which could be combined easily, in order to foster computational thinking on the one hand and to strengthen mathematical knowledge and tools on the other hand.
Russo Cecilia Johannes Kepler Universität Linz Uruguay Zsolt Lavicza, Fabian Vitabar Designing Gamification environments for the teaching and learning mathematics Designing Gamification environments for the teaching and learning mathematics
Cecilia Russo, Zsolt Lavicza, Fabian Vitabar

Gamification is becoming increasingly important in 21st Century education as reaching students’ and teachers’ attention can be achieved through introducing game design elements into educational environments. Deterding et al (2011) define gamification as the use of game design elements in non-game contexts. Several studies (Groh, F. (2012), Caglar, S., & Kocadere, S. A. (2016), Bishop, J. (2014)) on gamification in various learning environments show that the use of gamification can motivate and engage students and the introduction of gamification ideas in class could be important and interesting. Considering that students’ lives are already changed by technology and the requirements for schooling is about to change new approaches to teaching and learning would be necessary. As part of my research, one of the aims could be to generate some gamified experiences on mathematics classes and design tools for teachers and students to be able to create their own gamified environments according to their needs. In order to build a new gamification editor, some online educational platforms with gamification features have been analyzed and this analysis and results will be presented at the conference
Shillo Roi Ben Gurion University of the Negev Israel Zsolt Lavicza Measure creativity and Develop content that encourage creative thinking The education systems are changing and adjust to the 21st century. Creativity is defined as important in this new era. It is hard for education publisher's content developers to measure creativity and encourage creative thinking. The main reasons for that is lack of clear definition of creativity, the current tools that don’t encourage creativity (physical books, self-learning digital learning objects etc), and lack of measurement tools that reflect student’s progress and define success criteria. In this presentation we will show the progress we've made with a solution for each one of these problems.
Tomaschko Melanie Johannes Kepler University Linz Austria   GeoGebra on Smartphones In this presentation the novel “GeoGebra Augmented Reality” application for iPhones and iPads will be introduced. This application allows exploring 3D math objects placed in real world environments, while students can walk around them and explore them from any angle. Furthermore, the recent state of the exam mode of GeoGebra’s mobile apps will be presented. It allows to use GeoGebra during exams alongside paper and pencil, without the need of any other hardware resources such as traditional handheld calculators.
Tõnisson Eno University of Tartu Estonia   Drawings in programming MOOC The tasks with graphical output are quite common in introductory programming courses. In case of programming MOOCs, most of the tasks have textual output and quite strict requirements for the solution, as automatic assessment is essential in MOOCs. In order to encourage creativity in the MOOC “Introduction to programming” (8-week course, primarily for adults) there are some tasks where solution programmed in Python should produce an image on the screen. For example, participants should choose from three different drawing tasks: a flag, a traffic sign or a house. In addition, there is an optional task of drawing on a freely chosen topic.

The purpose of the study is to describe and examine solutions submitted by participants. Some programs draw quite simple flags, traffic signs or houses. But there are many sophisticated works - more complicated than we would require. In the presentation, some of the hundreds of drawings will be discussed. Although in case of flags and traffic signs some people were very creative, creativity was particularly noticeable in drawings of houses and drawings on a freely chosen topic.

Also, automatic assessment of the graphical output using image recognition and participants’ feedback will be discussed.
Weinhandl Robert JKU Linz Austria   Flip to Creativity Creativity means linking knowledge elements in a productive and innovative way. In the school context, this means, on the one hand, that knowledge and competences must already be available to learners and, on the other hand, that time and physical space must be given to learners so that these connections can be made. The Flipped Classroom Method serves both conditions here - if the teacher uses this method appropriately. This quickly leads to a key to the Flipped Classroom Method and Creativity - the teacher. But how can teachers be prepared for this new way of sharing knowledge and skills?

 

 

 

Comments (0)

You don't have permission to comment on this page.

Printable version