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Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (15 March 2023) | Viewed by 33583

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Special Issue Editors

Prof. Dr. Jin Su Jeong

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Guest Editor

Department of Science and Mathematics Education, Training Teaching School, University of Extremadura, 10003 Cáceres, Spain
Interests: sustainability; STEAM; teaching and learning; flipped classroom; affective domain; climate change; teacher training; ICT; E-learning; collaborative learning; fuzzy-MCDA; escape room; gamification; service learning; future classroom; inclusive learning
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. David González-Gómez

E-Mail Website
Guest Editor

Department of Science and Mathematics Education, Training Teaching School, University of Extremadura, 10003 Cáceres, Spain
Interests: science education; sustainable education; flipped methodology; science teaching methodologies; pre-service teaching education; affective domain in science and sustainable teaching; active teaching methodologies; STEM education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

With this Special Issue “Sustainable development of STEAM and mathematics education with active and innovative methodology”, we aim to perform a solid and concrete research-corpus to present the challenges and skills necessary for delivering a proper active, innovative, and sustainable science, technology, engineering, arts, and mathematics (STEAM) and mathematics education to scholars and/or professionals of dissimilar educational backgrounds and practical fields. In particular, the STEAM and mathematics education can outline a part, or is beginning to outline a part, of many educational institutions’ curricula with probable presentations to numerous working categorizations and disciplines. However, for confirming a correct engagement and progress of sustainability-oriented matters, attempts should be specific towards looking for the sustainable development goals (SDGs) in higher education institutions (HEIs) and fresh evaluations, as well as on continuing efforts in the working area.

Hence, in this Special Issue, we aim to publish articles, reviews, short notes, etc., on active and innovative approaches towards methodologies and advanced research related to sustainable STEAM and mathematics education. We encourage theoretical, methodological, and empirical research on teaching and learning, competencies and assessment, policy, program development and implementation, instructor preparation, community- and project-based learning, institutional collaborations and partnerships, and other relevant topics. Particular focus will be directed towards active and innovative teaching and learning approaches and methodologies that have been substantiated to be relevant to sustainable STEAM and mathematics education, such as flipped classrooms, blended learning, escape rooms, gamification, technology-based classrooms, future classrooms, virtual reality, e-learning and online learning, project-based learning, service-learning, inclusive learning, etc.

Prof. Dr. Jin Su Jeong
Prof. Dr. David González-Gómez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

STEAM education
mathematics education
sustainable development goals (SDGs)
active teaching methodologies
education innovation and technology
innovative teaching methodologies for sustainable STEAM and mathematics education
teacher education
gamification and escape room
cognitive/affective domain reserach in STEAM and mathematics education
teacher training and higher education
sustainability and climate change

Published Papers (11 papers)

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Editorial

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6 pages, 200 KiB

Open AccessEditorial

Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology

by Jin Su Jeong and David González-Gómez

Sustainability 2024, 16(2), 591; https://doi.org/10.3390/su16020591 - 10 Jan 2024

Viewed by 702

Abstract

There is a broad consensus in recognizing the importance of having a citizenry competent in mathematics which, in this way, contributes to ensuring both their socioeconomic progress and their employability, as well as their personal fulfillment, social inclusion, and active participation as citizens [...] Read more.

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

Research

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21 pages, 2894 KiB

Open AccessArticle

Assessment of Students’ Mathematical Skills in Relation to Their Strengths and Weaknesses, at Different Levels of the European Qualifications Framework

by Jacek Stańdo, Kamil Kołodziejski and Żywilla Fechner

Sustainability 2023, 15(11), 8661; https://doi.org/10.3390/su15118661 - 26 May 2023

Viewed by 1754

Abstract

Many scientific studies focus on finding the relationship between students’ mathematical skills and socio-economic, demographic, and ontogenetic factors. In this publication, we answer the question of how students’ mathematical skills are achieved in relation to their strengths and weaknesses, also with regard to the use of mathematics in everyday life. In this article, we examine the relationship between the results of the mock final math exam for eighth grade primary school students/final year high school students and additional math classes, the application of math in everyday life and the greatest difficulties with specific areas of taught material. The study was conducted in Poland on almost ten thousand eighth graders and high school leavers who took part in mock exams online, respectively: eighth-grader exam, and school-leaving maturity exam. The participants of these online exams were asked to respond to a survey that pertained to their math grades, attending additional math classes, their perceived most useful mathematical topics in everyday life and future professional work, and identification of their strengths and weaknesses. In the following paper, the relationships between the answers to the survey questions and the results of the mock online exam are analyzed. The results indicate that there are differences in the area of results of the mock exam and answers about strengths and weakness in mathematical literacy. The analysis of answers about use the mathematical knowledge are different for eight-graders and high-school students. Eight-graders indicate the importance of arithmetic operations while high -school students point out more abstract topics like probability, statistics and geometry. The results of the study are compared to the existing results. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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23 pages, 9862 KiB

Open AccessArticle

Challenging Examples of the Wise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and Innovative Methods in STEAM and Mathematics Education

by Péter Körtesi, Zsolt Simonka, Zsuzsanna Katalin Szabo, Jan Guncaga and Ramona Neag

Sustainability 2022, 14(20), 12991; https://doi.org/10.3390/su142012991 - 11 Oct 2022

Cited by 9 | Viewed by 2083

Abstract

The rapid changes in information and communication technology (ICT), the increasing availability of processing power, and the complexity of mathematical software demand a radical re-thinking of science, technology, engineering, arts, and mathematics (STEAM), as well as mathematics education. In the transition to technology-based classrooms, the constant use of educational software is a requirement for sustainable STEAM and mathematics education. This software supports a collaborative and actionable learning environment, develops 21st-century skills, and promotes the adoption of active and innovative methodologies. This paper focuses on learning and teaching mathematics and analyzes the role and utility of ICT tools in education as computer algebra systems (CAS) and dynamic geometry systems (DGS) in implementing active and innovative teaching methodologies related to sustainable STEAM education. Likewise, it highlights the necessity for learners to have extensive knowledge of mathematical theory, an essential asset to ensure the reliable and effective use of mathematical software. Through a practical experiment, this study aims to highlight that a mixed teaching method can significantly improve the sustainability of math knowledge. It provides various solid examples of CAS and DGS applications to emphasize its usage rooted in a mathematical background to enable learners to identify when the computer solution is unreliable. The study highlights that the proper use of CAS and DGS is an efficient method of deepening our understanding of mathematical notions and solving tasks in STEAM subjects and real-life applications. This paper’s goal is to direct our attention to the proper and intelligent use of computer tools, especially symbolic calculators, such as CAS and DGS, without providing an in-depth analysis of the challenges of these technologies. The outcomes of the paper should offer educators and learners new elements of active strategies and innovative learning models that can be immediately applied in education. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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18 pages, 348 KiB

Open AccessArticle

Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms

by Natanael Karjanto and Maxima Joyosa Acelajado

Sustainability 2022, 14(19), 12500; https://doi.org/10.3390/su141912500 - 30 Sep 2022

Cited by 2 | Viewed by 1578

Abstract

To respond to global issues positively, education systems in higher education institutions play a significant role in empowering learners as well as promoting sustainable development goals. By implementing curricula that cultivate cross-cutting and transversal key competencies for sustainability, such as critical thinking, problem-solving, and collaboration, we prepare our pupils to become sustainability citizens, who not only sustain learning throughout their lives in various circumstances and across different disciplines but also engage constructively and responsibly toward any future world’s challenges through their dispositions, strategies, and skills. One such sustainable teaching methodology is known as the flipped classroom, an active-learning, student-centered, flexible, and multidimensional pedagogy. Our objective is to investigate the effect of such pedagogy on learners’ academic achievement and their attitude toward mathematics using both quantitative and qualitative methods. We cultivated sustainable learning in mathematics education for college freshmen (

n = 55

) by exposing them to both the conventional teaching method (CTM) and flipped classroom pedagogy (FCP). By splitting them into control and experimental groups alternately (

n_{1} = 24

n_{2} = 31

) and by selecting the four most challenging topics in college algebra, we measured their cognitive gains quantitatively via a sequence of pre- and post-tests. The topics are factorization, rational expressions, radical operations, and applied problems. Both groups improved academically over time across all these four topics with statistically very significant outcomes

(p < 0.001)

. Although they were not always statistically significant (

p > 0.05

) in some topics, the post-test results suggest that generally, the FCP trumps the CTM in cognitive gains, except for the first topic on factorization, where the opposite is true with a very statistically significant mean difference

(p < 0.001)

. By examining non-cognitive gains qualitatively, we analyzed the students’ feedback on the FCP and their responses to a perception inventory. The finding suggests a favorable response toward the FCP with primary improvements in the attitudes toward mathematics and increased levels of cooperation among students. Since these students are so happy to have control of their own learning, they were more relaxed, motivated, confident, active, and responsible in learning under the FCP. We are confident that although this study is relatively small in scale, it will yield incremental and long-lasting effects not only for the learners themselves but also for other role-takers in education sectors who aspire in nurturing sustainable long-life learning and achieving sustainable development goals successfully. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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14 pages, 4257 KiB

Open AccessArticle

Technology-Based Pedagogy for Mathematics Education in South Africa: Sustainable Development of Mathematics Education Post COVID-19

by Jayaluxmi Naidoo

Sustainability 2022, 14(17), 10735; https://doi.org/10.3390/su141710735 - 29 Aug 2022

Cited by 3 | Viewed by 1724

Abstract

The COVID-19 pandemic has transformed life globally. So too, teaching and learning in higher education have transformed to include technology-based pedagogy and online learning to curb the spread of the contagious Coronavirus. In the era of the 21st century, technology-based pedagogy is important for supporting teaching and learning. In mathematics higher education contexts, coupled with embracing abstract concepts in mathematics, there are different notions of what it means to include technology-based pedagogy during the COVID-19 pandemic. This qualitative study explored 38 postgraduate students’ experiences and perceptions of using technology-based pedagogy during the COVID-19 pandemic. These participants were mathematics education students and practicing mathematics teachers at schools in South Africa. The theory of virtual communities of practice framed this study. Participants were invited to two interactive virtual workshops using various technology-based pedagogy during the COVID-19 pandemic. Subsequently, these participants were invited to participate in online interviews focusing on their experiences and perceptions of technology-based pedagogy for learning mathematics education. This study reveals the challenges and strengths of using technology-based pedagogy for learning mathematics education during COVID-19. These results are relevant when considering perceptions, experiences, and implications of technology-based pedagogy for sustainable mathematics education during and post-COVID-19. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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24 pages, 2552 KiB

Open AccessArticle

Predicting Factors Influencing Preservice Teachers’ Behavior Intention in the Implementation of STEM Education Using Partial Least Squares Approach

by Tommy Tanu Wijaya, Peijie Jiang, Mailizar Mailizar and Akhmad Habibi

Sustainability 2022, 14(16), 9925; https://doi.org/10.3390/su14169925 - 11 Aug 2022

Cited by 14 | Viewed by 2248

Abstract

The integration of STEM education has been promoted to improve the quality of education in the 21st century, with its usage leading to emphasis on the factors influencing the intentions of preservice teachers. Therefore, this study aims to determine the factors influencing preservice teachers’ intentions, as well as the effects of gender and age on the implementation of STEM education. The Theory of Planned Behavior (TPB) was adopted to predict the relationship between knowledge, social influence, attitude, perceived usefulness, control, and behavioral intention (BI) of using STEM education among preservice secondary school teachers. A total of 30 item questionnaires on behavioral intentions were distributed to 201 respondents, with data being analyzed using the Structural Equation Model (SEM). The results showed that perceived usefulness had a positive significance, and a relationship with the attitudes of preservice teachers toward STEM education. Habit had a positive significance in influencing teachers’ behavioral intentions and implementation. Subjective norms did not have a significant correlation with BI and implementation. These results are recommended for providing solutions to analytical problems, and to successfully improve future learning through an educational approach. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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17 pages, 303 KiB

Open AccessArticle

Toward a Design Framework for Mathematical Modeling Activities: An Analysis of Official Exemplars in Hong Kong Mathematics Education

by Chung-Kwan Lo, Xiaowei Huang and Ka-Luen Cheung

Sustainability 2022, 14(15), 9757; https://doi.org/10.3390/su14159757 - 08 Aug 2022

Cited by 2 | Viewed by 1567

Abstract

Mathematical modeling is considered a bridge to STEM education and has been incorporated into K–12 mathematics curriculums in various countries. However, it has a relatively short history in Hong Kong schools. The lack of high-quality, relevant exemplars of mathematical modeling activities is a challenge to teacher practice in this area. Hence, this study aims to establish a design framework for mathematical modeling activities suitable for teachers and students in Hong Kong. We explore the design and content of the official mathematical modeling exemplars published by the Hong Kong Education Bureau using a document analysis approach. The findings provide the basis for developing a framework to be used in the future design of mathematical modeling activities. Four exemplars were found and analyzed in terms of their structural components, level of learning experience in mathematical modeling, and design characteristics. Based on our findings, we discussed various strategies to enhance the design of a mathematical modeling activity, including setting diversified learning objectives, cross-subject collaboration when formulating the problem context and instructions, designing more activities suitable for average and underperforming students, emphasizing the evaluation of modeling outcomes, and providing relevant supporting materials. Our study thus lays the groundwork for advancing the teaching and learning of mathematical modeling in school contexts. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

21 pages, 337 KiB

Open AccessArticle

Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach

by Mihai Curelaru, Versavia Curelaru and Mioara Cristea

Sustainability 2022, 14(13), 8138; https://doi.org/10.3390/su14138138 - 04 Jul 2022

Cited by 28 | Viewed by 9707

Abstract

In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

15 pages, 3023 KiB

Open AccessArticle

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

by Zsolt Lavicza, Robert Weinhandl, Theodosia Prodromou, Branko Anđić, Diego Lieban, Markus Hohenwarter, Kristof Fenyvesi, Christopher Brownell and Jose Manuel Diego-Mantecón

Sustainability 2022, 14(12), 7237; https://doi.org/10.3390/su14127237 - 13 Jun 2022

Cited by 18 | Viewed by 4020

Abstract

In this paper, we offer three examples from our research projects on both technological and pedagogical innovations to illustrate the impact of rapid technology changes on research. Members of our research team both developed and used technology applications in their research projects, utilizing design-based research (DBR). During the experiments, we encountered new challenges by the end of the research cycle due to updates in technologies. Although we had an idea of how to redesign the project for the next cycle based on the analyses of data, we noticed that we needed to not only redesign our approaches based on the research results but the changes in technologies were so rapid that materials and pedagogies needed to be altered as well. In our article, we propose an additional aspect to be considered in DBR while researching technology integration or innovative technologies. Moreover, the rapid change in technology raises further challenges to teachers’ professional development and the integration of those innovative technologies in classrooms. We anticipate our work to contribute to the development of technology resources and related pedagogies as well as the refinement of research methodologies in technology environments. Our contributions for the development of technology resources and refinement of research methods in technology-supported learning environments should, among other things, contribute to a less complex and at the same time more sustainable integration of pedagogical innovations into scientific and school practices. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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14 pages, 1401 KiB

Open AccessArticle

Service Learning as an Education for Sustainable Development (ESD) Teaching Strategy: Design, Implementation, and Evaluation in a STEM University Course

by Alberto Martín-Sánchez, David González-Gómez and Jin Su Jeong

Sustainability 2022, 14(12), 6965; https://doi.org/10.3390/su14126965 - 07 Jun 2022

Cited by 10 | Viewed by 3213

Abstract

The continuous deterioration of the environment is one of the major concerns that societies are facing nowadays. As a response to this challenging situation, the general assembly of the United Nations (UN) created the 2030 Agenda, proposing 17 Sustainable Development Goals (SDGs) to foster sustainable development. Thus, the significance of educating in values related to sustainability and care for the environment must acquire a relevant importance in the education system to provide an Education for Sustainable Development (ESD) in Science, Technology, Engineering and Mathematics (STEM). Therefore, it is necessary to incorporate teaching methodologies that are able to connect with students and to generate enriching experiences. In this regard, it can promote knowledge of the environment and provide a service to the community to ensure sustainable development. This research presents the design, implementation and evaluation of a Service Learning (SL) methodology as an ESD strategy in a university course. Precisely, it describes the development and evaluation of an SL project implemented in a general science subject during a 2020/2021 course taught at the Teacher Training College of the University of Extremadura (Spain). A total of 46 students participated in the study on a voluntary basis. A pre- and post-test methodology was used to assess the suitability of SL as an ESD strategy, resulting in a significant increase in the students’ knowledge about the innovative teaching strategies to work with suitable contents after the project, as well as in their knowledge about SDGs. Moreover, the students’ participation in the SL project made them aware of the community implications in maintaining the environment and generating benefit for the whole community. In addition, this research shows how the SL teaching methodology is an important tool for the achievement of both curricular competences and environmental awareness, since theoretical knowledge is applied to tangible work to perform a real community service, and therefore is a very suitable teaching strategy to be applied in EDS. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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Review

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24 pages, 1491 KiB

Open AccessReview

Examining the Optimal Choice of SEM Statistical Software Packages for Sustainable Mathematics Education: A Systematic Review

by Darmaraj Sakaria, Siti Mistima Maat and Mohd Effendi Ewan Mohd Matore

Sustainability 2023, 15(4), 3209; https://doi.org/10.3390/su15043209 - 09 Feb 2023

Cited by 3 | Viewed by 3394

Abstract

Intending to analyze structural relationships between measured variables and latent constructs, researchers tend to adopt structural equation modeling (SEM) through either “covariance-based SEM” (CB-SEM) or “variance-based SEM” (VB-SEM)/“partial least squares SEM” (PLS-SEM) by using numerous statistical applications. Nevertheless, the reviews on understanding the optimal choice of proprietary statistical software packages in SEM approaches are scarce despite its immense importance in sustaining education. Therefore, a systematic review would be obligated to scrutinize the empirical studies to fill this gap. By employing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines, a total of 47 publications that met the inclusion criteria were obtained. To extract articles from August 2018 to 2022, Scopus, Web of Science (WoS), and The Education Resources Information Center (ERIC) databases were adopted. The findings imply that six types of proprietary statistical software packages emerged as an optimal choice: Lisrel, Amos, Mplus, SmartPLS, R package (plspm), and WarpPLS. Despite the widespread usage of a variety of statistical applications, SmartPLS and AMOS were rigorously utilized in VB-SEM/PLS-SEM and CB-SEM, respectively. This review is important for practitioners to discover which statistical tools are relevant to use and to identify gaps in order to sustain mathematics education for the future. Full article

(This article belongs to the Special Issue Sustainable Development of STEAM and Mathematics Education with Active and Innovative Methodology)

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