Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well as in other countries. Therefore, the purposes of this research were to examine the concepts of creativity demonstrated in the developing possible solutions step of the DBL and to determine the students’ perceptions of this step. Data were collected from 13 female and 11 male middle school students participated in three different design based learning activities. Analyses of the data derived from students’ writings and drawings, semi-structured interviews, and researchers’ field notes were carried out using two separate methods. Descriptive analysis was used to quantitatively analyze students’ writings and examine the fluency, flexibility, originality, and elaboration concepts of creativity while content analysis was used to qualitatively analyze the semi-structured interviews and researchers’ field notes to corroborate the results of the descriptive analysis. Findings indicated that students demonstrated the highest frequency in fluency concept of creativity while the lowest frequency in originality. Also, the results of the content analysis revealed that the creativity of the students’ ideas were influenced by several reasons including the exposure to other students’ ideas, the degree of the familiarity with the design based learning process, and the fact that students had to make a working prototype of their ideas. Educators and future researchers might benefit from the findings of this study while using DBL to develop creativity as well as the suggested creativity assessment technique to determine students’ strengths and weaknesses in this process.

Concepts of creativity in design based learning in STEM education

Digitalization gives people access to a vast network of untapped data, which has the potential to help society and the environment. Smart systems connected to the internet can systematically provide a unique opportunity to solve difficulties related to long-term sustainability. The goals are to create an egalitarian, ecologically sustainable, and healthy society. Technological resources are envisioned as game-changing instruments. Three key concerns integration benefits are highlighted here: (i) sustainable development goals, (ii) socio-economic development, and (iii) the role of digital technology in environmental sustainability. This viewpoint describes the potential that digitization can create a future sustainable society. The technological network would unite the urban and rural worlds under a shared banner of sustainable development, keeping all social elements in the loop. Nations that take a comprehensive strategy will be able to provide equitable growth and an efficient, sustainable, and digital existence for their citizens. As a result, digitization provides better living conditions, active public involvement, clean governance, and transparency in public welfare programs and processes. People who are well-informed, self-aware, and digitally equipped will be better learners, thinkers, reformers, participators, and change and growth agents, marching forward on sustainable progress. The advantages of digitization in hastening the transition to sustainable industrial processes and improving people’s health and happiness are explored. Finally, the perspective encapsulates the advantages of digitization by offering a holistic vision of how technology could aid in addressing major challenges such as endangered world biodiversity and climate change.

/pdf/role-of-digitalization-in-environment-social-and-governance-tkzo9212.pdf

Role of digitalization in environment, social and governance, and sustainability: Review-based study for implications

The university is an important pillar in sustainable development; however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented.

/pdf/digital-transformation-and-technological-innovation-on-30iaymyl.pdf

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

Fostering creativity in science learning: The potential of open-ended student drawing

Here we examine the role art activities play in aesthetic experience and learning of science. We compare recordings of two sequential occurences in an elementary school class. the purpose of the fi ...

What Difference Does Art Make in Science? A Comparative Study of Meaning-Making at Elementary School.

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.

/pdf/developing-and-evaluating-educational-innovations-for-steam-2f2btbo8.pdf

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

/pdf/steam-cover-of-the-inaugural-issue-ofpdikyxx4.pdf

STEAM cover of the inaugural issue

This is the background to some of the work, art and thinking that went into the cover art for the inaugural issue. Author/Artist Bio Chris Brownell began his career teaching High School and Community College Mathematics, every subject from General Math through AP Calculus, in Fresno CA. After 14 years of that he turned to the collegiate level when he became an Assistant Professor of Mathematics and Mathematics Education at Fresno Pacific University. Now after 11 years of university teaching he is pursuing his doctorate in Mathematics Education at CGU focused on the mathematical knowledge of teachers, and the integration of Applied Mathematics to the High School experience of students. His research interests include: Fractals as Artistic and Mathematical constructs, the History of Mathematics, Humanistic Mathematics, and is deeply interested in the creative acts of the human mind whether they be in the Arts or STEM fields. Please see cgu.edu/steam to access bios of the entire team behind the cover.

/pdf/equations-of-light-the-steam-journal-inaugural-issue-the-2uh35ma78s.pdf

Equations of Light - The STEAM Journal Inaugural Issue, the Cover Art

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

STEAM cover of the inaugural issue

Equations of Light - The STEAM Journal Inaugural Issue, the Cover Art