Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education

Qian Qian; Yuan Liu; Hao Kun

doi:doi:10.11648/j.ijeedu.20211003.17

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Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education

Qian Qian, Yuan Liu, Hao Kun

Published in International Journal of Elementary Education (Volume 10, Issue 3)

Received: 22 July 2021 Accepted: 10 September 2021 Published: 15 September 2021

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Abstract

Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.

Published in	International Journal of Elementary Education (Volume 10, Issue 3)
DOI	10.11648/j.ijeedu.20211003.17
Page(s)	93-99
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

STEM Education, Exploratory Learning, Computational Thinking, Scaffolding Questioning, Learning Process

References

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Qian Qian, Yuan Liu, Hao Kun. (2021). Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. International Journal of Elementary Education, 10(3), 93-99. https://doi.org/10.11648/j.ijeedu.20211003.17

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Qian Qian; Yuan Liu; Hao Kun. Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. Int. J. Elem. Educ. 2021, 10(3), 93-99. doi: 10.11648/j.ijeedu.20211003.17

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AMA Style

Qian Qian, Yuan Liu, Hao Kun. Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. Int J Elem Educ. 2021;10(3):93-99. doi: 10.11648/j.ijeedu.20211003.17

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@article{10.11648/j.ijeedu.20211003.17,
  author = {Qian Qian and Yuan Liu and Hao Kun},
  title = {Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {3},
  pages = {93-99},
  doi = {10.11648/j.ijeedu.20211003.17},
  url = {https://doi.org/10.11648/j.ijeedu.20211003.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211003.17},
  abstract = {Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.},
 year = {2021}
}

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TY  - JOUR
T1  - Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education
AU  - Qian Qian
AU  - Yuan Liu
AU  - Hao Kun
Y1  - 2021/09/15
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211003.17
DO  - 10.11648/j.ijeedu.20211003.17
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 93
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211003.17
AB  - Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.
VL  - 10
IS  - 3
ER  -

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Author Information

Qian Qian

School of Computer Science, Shaanxi Normal University, Xi’an, China
Yuan Liu

School of Computer Science, Shaanxi Normal University, Xi’an, China
Hao Kun

School of Computer Science, Shaanxi Normal University, Xi’an, China

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Plain Text BibTeX RIS

APA Style

Qian Qian, Yuan Liu, Hao Kun. (2021). Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. International Journal of Elementary Education, 10(3), 93-99. https://doi.org/10.11648/j.ijeedu.20211003.17

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ACS Style

Qian Qian; Yuan Liu; Hao Kun. Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. Int. J. Elem. Educ. 2021, 10(3), 93-99. doi: 10.11648/j.ijeedu.20211003.17

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AMA Style

Qian Qian, Yuan Liu, Hao Kun. Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education. Int J Elem Educ. 2021;10(3):93-99. doi: 10.11648/j.ijeedu.20211003.17

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@article{10.11648/j.ijeedu.20211003.17,
  author = {Qian Qian and Yuan Liu and Hao Kun},
  title = {Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {3},
  pages = {93-99},
  doi = {10.11648/j.ijeedu.20211003.17},
  url = {https://doi.org/10.11648/j.ijeedu.20211003.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211003.17},
  abstract = {Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Supporting Exploratory Learning with Questioning and Computational Thinking in Integrated STEM Education
AU  - Qian Qian
AU  - Yuan Liu
AU  - Hao Kun
Y1  - 2021/09/15
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211003.17
DO  - 10.11648/j.ijeedu.20211003.17
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 93
EP  - 99
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211003.17
AB  - Exploratory learning is a type of active learning by supporting learners in freely exploring relevant instructional resources; learners take a more active role in their learning rather than being passive receivers of information. It’s a popular pedagogical method for integrated STEM education that involves multiple disciplines and knowledge domains. However, empirical evaluations have shown that exploratory learning is not always effective for all learners and that some learners may benefit from more structured, explicit instructions as more traditional intelligent tutoring support. In this paper, we focus on how to support the effective knowledge dissemination and learning results of learners in the process of autonomous exploratory learning without weakening the role of learners in an active learning environment. A practical strategy to support exploratory learning in integrated STEM education was proposed by combining scaffolding questioning and Computational Thinking (CT). First, we analyze how to optimize teachers' questioning strategies to spread knowledge effectively and make learners' learning process more active. Then, how to take advantage of the benefits of CT was addressed. Finally, we construct a Problem-Oriented Learning Model of Integrating CT (POLMICT) suitable for K-12 STEM education. By applying POLMICT to STEM course in middle school, we concluded that scaffolding questioning strategies can be used as a bridge for teachers to impart knowledge to learners to improve the effectiveness of exploratory learning, and embedding CT in this process helps learners to explore and ensure their positive role in the STEM environment.
VL  - 10
IS  - 3
ER  -

Copy | Download