Module 2: Real-world problems for STEM subjects
Engage students in real-world STEM problems
STEM is not about making students solve numerous equations for the sake of solving them, instead, they should learn how to
Experiments:
Mystery box:
Alternative to exams: projects, open-ended tasks, group work, lab work, portfolios, virtual labs
Ideas of experimenting:
ACTIVITY:
STEM and the real world
Do you agree that most students don't have an appreciation for science because they can't relate it to the real world? How do you deal with it in your STEM classes? Share useful experiences and resources
My contribution:
I do not agree that students are not interested in STEM classes. They like Science classes with experiments, they are eager to Technology and ICT, they adore engineering, although there is not much time for that in the curriculum. What they do not like so much is algorithms in Math and problems that are not connected to real life. If the teachers do not connect real life problems to Math, with hands-on activities and projects, I agree that students won't be engaged to that.
2.3 Real-world STEM activities to use in your classroom
Activity
Real-world STEM activities to use in your classroom
Please choose one of the activities from section 2.2, try it with your students and share your experience and/or pictures on the Padlet below. Try to include as many details as possible, such as what worked and didn’t work, and what you would change if you were to run the same activity again. In case integrating the activity in the curriculum proves difficult, ask your students to identify the STEM aspect of an everyday activity! Share their answers below.
My contribution:
One of the activities I tried with my students was during the class of Physics. The students had to check the mass of materials. They brought packings of food and read the labels. They wrote down the mass in grammars or in kilograms. Then, they compared the packages of food with hand-made libras.
My contribution:
One of the activities I tried with my students was during the class of Physics. The students had to check the mass of materials. They brought packings of food and read the labels. They wrote down the mass in grammars or in kilograms. Then, they compared the packages of food with hand-made libras.
What worked:
It was easy for the students to find the mass by reading the packing.
What didn't work: The students couldn't say with the right words what mass is (the amount of matter in a material).
2.5 Licenses
It is important that we know how we can protect our work from being used without our consent - or, on the flip side, we want to let others know that they can share and use our work.
Creative Commons and the importance of licenses
Creative Commons was created for authors (also called
licensors) to grant copyright permissions to their creative
work, and provide the recipients a regulated way of
knowing what authors desire regarding the usage of their material.
Activity:
Licenses in STEM discoveries: Can everything be licensed?
There are ethical rules regarding the licenses and copyrights. For example: should we allow copyrights when modifying DNA chains? Or, in the field of pharmaceutics, after discovering a new type of medication, which was expensive for a private company to develop but could save lives if it was publicly available?
My contribution:
In my opinion, we must respect other people's work. We have to mention the source of everything we use and respect the creative common copyrights. As for what I believe should be free, should be the information about the Health and the Education. We should teach our students to respect the work of other and when they want to use pictures or other digital stuff, they should make a research in Public Domain or Attribution CC BY.
This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
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