{"id":213,"date":"2020-11-12T00:10:52","date_gmt":"2020-11-11T23:10:52","guid":{"rendered":"http:\/\/home.pf.jcu.cz\/~stem\/?p=213"},"modified":"2020-11-12T00:13:30","modified_gmt":"2020-11-11T23:13:30","slug":"implementing-steam-activities-with-kiks-format-advantages-and-handicaps","status":"publish","type":"post","link":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/?p=213","title":{"rendered":"Implementing STEAM Activities with KIKS Format: Advantages and Handicaps"},"content":{"rendered":"\n

Dr. Jose-Manuel Diego-Mantec\u00f3n<\/em>
University of Cantabria<\/p>\n\n\n\n

The Open STEAM Group (https:\/\/www.opensteamgroup.unican.es\/<\/a>) has carried out several initiatives to implement STEAM activities in classroom. These initiatives include KIKS, STEMforYouth, EduMath, and EAMARE-STEAM projects. The research undertaken by this group during the last five years suggests that the elaboration of STEAM activities with KIKS format promote the development of the eight key competencies (Diego-Mantec\u00f3n et al., 2021), help modifying negative student mathematics-related beliefs (Diego-Mantec\u00f3n et al., 2019), and motivate learning of students at risk of social exclusion (Blanco et al., 2018). During these years, we have also evaluated the handicaps of implementing STEAM activities with KIKS format (Diego-Mantec\u00f3n, under review). STEM activities that require several sessions to be completed do not fit well within the schedule of the regular curricula nor within the evaluation methods of the current educational systems. Another significant drawback of the STEM approach implementation is the lack of knowledge teachers have in the interdisciplinary component (Toma et al., 2017). The majority of them are subject-specific with low self-confidence when dealing with interdisciplinary activities (Diego-Mantec\u00f3n et al., 2019). The absence of continuous training contributes to teachers\u2019 insecurities at implementing innovative teaching approaches.<\/p>\n\n\n\n

Acknowledgments:<\/strong><\/a> Work carried out within the framework of the project EAMARE-STEAM (FEDER\/Ministerio de Ciencia, Innovaci\u00f3n y Universidades \u2013 Agencia Estatal de Investigaci\u00f3n\/ under grant agreement EDU2017-84979-R).<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Blanco, T. F., Gorgal-Romar\u00eds, A., Salgado, M., Salinas-Portugal, M. J., Sequeiros, P. G., Rodr\u00edguez-Vivero, D., N\u00fa\u00f1ez-Garc\u00eda, C., & Diego-Mantec\u00f3n, J. M. (2018). Interdisciplinary Activities for an Inclusive Mathematics Education. In E. Bergqvist, M. \u00d6sterholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education <\/em>(Vol. 5, p. 208). Ume\u00e5: PME.<\/p>\n\n\n\n

Diego-Mantec\u00f3n, J. M., Arcera, O., Blanco, T. F., & Lavicza, Z. (2019). An Engineering Technology Problem-Solving Approach for Modifying Student Mathematics-Related Beliefs: Building a Robot to Solve a Rubik’s Cube. International Journal for Technology in Mathematics Education<\/em>, 26<\/em>(2), 55-64. https:\/\/doi.org\/10.1564\/tme_v26.2.02<\/a><\/p>\n\n\n\n

Diego-Mantec\u00f3n, J. M., Blanco, T. F., Ortiz-Laso, Z., & Lavicza, Z. (2021). STEAM projects with KIKS format for developing key competences. [Proyectos STEAM con formato KIKS para el desarrollo de competencias clave]. Comunicar, 66<\/em>. https:\/\/doi.org\/10.3916\/C66-2021-03<\/a> <\/p>\n\n\n\n

Toma, R. B., Greca, I. M., & Meneses-Villagr\u00e1, J. \u00c1. (2017). Dificultades de maestros en formaci\u00f3n inicial para dise\u00f1ar unidades did\u00e1cticas usando la metodolog\u00eda de indagaci\u00f3n. Revista Eureka sobre Ense\u00f1anza y Divulgaci\u00f3n de las Ciencias, 14<\/em>(2), 442-457. http:\/\/doi.org\/10.25267\/Rev_Eureka_ensen_divulg_cienc.2017.v14.i2.11<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Dr. Jose-Manuel Diego-Mantec\u00f3n University of Cantabria The Open STEAM Group (https:\/\/www.opensteamgroup.unican.es\/) has carried out several initiatives to implement STEAM activities in classroom. These initiatives include KIKS, STEMforYouth, EduMath, and EAMARE-STEAM projects. The research undertaken by this group during the last five years suggests that the elaboration of STEAM activities with KIKS format promote the development […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-213","post","type-post","status-publish","format-standard","hentry","category-nezarazene"],"_links":{"self":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/posts\/213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=213"}],"version-history":[{"count":3,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/posts\/213\/revisions"}],"predecessor-version":[{"id":217,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=\/wp\/v2\/posts\/213\/revisions\/217"}],"wp:attachment":[{"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=213"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=213"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/home.pf.jcu.cz\/~stem\/2020\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}