Rekha Koul

Gender differences in classroom emotional climate and attitudes among students undertaking integrated STEM projects: a Rasch analysis

Publisher: Informa UK Limited

Date: 20-09-2021

DOI: 10.1080/02635143.2021.1981852

A CONTEMPORARY STUDY OF LEARNING ENVIRONMENTS IN JAMMU, INDIA

Publisher: WORLD SCIENTIFIC

Date: 05-2006

DOI: 10.1142/9789812774651_0011

An application of the TROFLEI in secondary-school science classes in New Zealand

Publisher: Informa UK Limited

Date: 07-2011

DOI: 10.1080/02635143.2011.573475

Teaching 21st Century Skills

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3

‘More than Robots’: Reviewing the Impact of the FIRST® LEGO® League Challenge Robotics Competition on School Students’ STEM Attitudes, Learning, and Twenty-First Century Skill Development

Publisher: Springer Science and Business Media LLC

Date: 24-10-2022

DOI: 10.1007/S41979-022-00078-2

Abstract: The international FIRST® LEGO® League (FLL): Challenge is a popular educational robotics and STEM competition designed to promote primary and early high school students’ STEM interests and careers, and twenty-first century skill development. The FLL Challenge currently involves over 318,000 students (aged 9–16 years) in approximately 110 countries. In this paper, we present a semi-systematic historical review of the research literature focussed on the competition’s impact on school students’ STEM attitudes, learning, and twenty-first century skill development. Through our review process, we found a total of 26 publications between 2004 and 2022 which met our inclusion criteria, and identified the emergence and development of three significant historical research themes: (1) impacts on students’ motivation, STEM learning, and attitudes, (2) development of twenty-first century skills, and (3) coaching edagogical strategies to support student learning and skill development. The first theme was further refined through three subcategories focussed on impacts on female participants, ethnic minority groups, and students with special needs. International research findings regarding the impacts of FLL Challenge participation on students’ motivation, STEM attitudes, and learning were positive for all student groups, especially female participants, but not always statistically significant. Findings regarding positive short-term impacts on twenty-first century skill development were broadly consistent, but long-term impact findings were inconclusive. The influence of coaches’ skills and pedagogical expertise upon students’ learning and skill development in the FLL Challenge is a potentially underrepresented area of research.

University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown

Publisher: MDPI AG

Date: 06-01-2022

DOI: 10.3390/EDUCSCI12010031

Abstract: With the advent of COVID-19, universities around the world have been forced to move to a fully online mode of delivery because of lockdown policies. This led to a flurry of studies into issues such as internet access, student attitudes to online learning and mental health during lockdown. However, researchers need a validated survey for assessing the classroom emotional climate and student attitudes towards learning in universities that can be used for online, face-to-face or blended delivery. Such a survey could be used to illuminate students’ perceptions of the experiences that make up learning at university level, in terms of such factors as care from teachers, collaboration and motivation. In this article, we report the validation of a University Classroom Emotional Climate (UCEC) questionnaire and an Attitudes to Learning scale, as well as their use in comparing the classroom emotional climate and attitudes during COVID-19 lockdown (fully online delivery) with post-lockdown (mixed-mode delivery). Female students experienced the post-lockdown condition significantly more positively than during lockdown for all scales except Care, while the only significant difference for males between the during and post-lockdown was their choice to engage with learning (Control) and the degree of Challenge that they found with the learning materials.

Evaluation of engineering and technology activities in primary schools in terms of learning environment, attitudes and understanding

Publisher: Springer Science and Business Media LLC

Date: 07-11-2018

DOI: 10.1007/S10984-017-9255-8

Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education

Publisher: Edith Cowan University

Date: 03-2017

DOI: 10.14221/AJTE.2017V42N3.2

Future-Proofing Makerspaces

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_11

STEM, TVCs, and Makerspaces in the Australian Curricula

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_10

The Essential Twenty-First-Century Skill Set—Transversal Competencies

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_4

The World of Makerspaces

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_3

Developing Collaboration Skills in a Makerspace

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_6

Teacher–student dialogue: transforming teacher interpersonal behaviour and pedagogical praxis through co-teaching and co-generative dialogue

Publisher: Springer Science and Business Media LLC

Date: 18-07-2015

DOI: 10.1007/S10984-015-9191-4

Higher-Order Thinking in a Makerspace

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_5

Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

Publisher: Informa UK Limited

Date: 03-04-2017

DOI: 10.1080/09523987.2017.1362812

Makerspaces and STEM—A Synergistic Partnership

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_2

The Story of Makerspace

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_1

Preparing Science Teachers for Tomorrow With Transversal Competencies

Publisher: IGI Global

Date: 05-05-2023

DOI: 10.4018/978-1-6684-6932-3.CH008

Abstract: The education system necessitates preparing today's children for the needs of tomorrow, and more so in our changing society educated by a schooling system that is agile and flexible in preparing students for jobs yet to be invented. Education systems may no longer be required to teach students content, and instead need to focus on giving students skills to curate information and demonstrate their capacity to be critical and creative thinkers, problem solvers, communicators, and collaborators. Moreover, these skills will be predominantly useful for knowledge acquisition and the creation of science subjects. Are we preparing students for this new world of ever-increasing demands for knowledge? Are we creating thinkers and active learners? This chapter determines how we can create learners who can demonstrate these transversal competencies and substantiates our claims based on research findings where authors searched beyond ‘knowledge concepts' and sought to create more agile and flexible science learners who are prepared for some of the challenges posed by the 4th Industrial revolution.

Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms

Publisher: Springer Science and Business Media LLC

Date: 06-06-2013

DOI: 10.1007/S10956-013-9453-9

Developing Resilience in a Makerspace

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_8

Cultural Background and Students’ Perceptions of Science Classroom Learning Environment and Teacher Interpersonal Behaviour in Jammu, India

Publisher: Springer Science and Business Media LLC

Date: 05-2005

DOI: 10.1007/S10984-005-7252-9

Developing Communication Skills in a Makerspace

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_7

STEM, TVCs, and Makerspaces in the Indian Curriculum

Publisher: Springer Singapore

Date: 2021

DOI: 10.1007/978-981-16-4361-3_9

Curtin University

Location: Australia

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Discovery Projects - Grant ID: DP0984879

Start Date: 2009

End Date: 12-2013

Amount: $210,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP120200506

Start Date: 06-2013

End Date: 09-2018

Amount: $174,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP180103259

Start Date: 01-2018

End Date: 12-2023

Amount: $255,260.00

Funder: Australian Research Council