Application of variation theory in STEM education: A comprehensive guideline for STEM teachers
Incorporating appropriate pedagogical strategies has been instrumental in the development of a favorable learning environment for holistic learning, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. However, there is growing evidence of the need to advance the exist...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-06-01
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| Series: | MethodsX |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S221501612300496X |
| _version_ | 1827630407995097088 |
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| author | Mahbub Hasan Md Shahadat Hossain Khan A.K.M. Foysal Ahmed |
| author_facet | Mahbub Hasan Md Shahadat Hossain Khan A.K.M. Foysal Ahmed |
| author_sort | Mahbub Hasan |
| collection | DOAJ |
| description | Incorporating appropriate pedagogical strategies has been instrumental in the development of a favorable learning environment for holistic learning, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. However, there is growing evidence of the need to advance the existing methods, through more robust and comprehensive fieldwork grounded in design study. It has been shown that the lack of guidance in lesson planning using variation theory is also thought to require particular attention, as the accuracy of the student learning relies significantly on the planning of the lesson. However, little research has outlined the strategy to be followed for incorporating variation theory. This article proposes a method of preparing lesson plans to systematically implement the variation theory in STEM classrooms. The method seeks to design and implement current techniques as follows: • According to variation theory, teachers must create the necessary conditions for learning for the students to recognize what they are expected to learn. • To create the necessary conditions for learning, teachers define the key aspects of the topic to be covered and use different patterns of variations in teaching those contents, such as contrast, separation, generalization, and fusion. • Finally, teachers focus on the key aspects one by one or simultaneously to grab students’ attention. |
| first_indexed | 2024-03-09T14:05:21Z |
| format | Article |
| id | doaj.art-f25d38606b024262b6e110fe2b141650 |
| institution | Directory Open Access Journal |
| issn | 2215-0161 |
| language | English |
| last_indexed | 2024-03-09T14:05:21Z |
| publishDate | 2024-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | MethodsX |
| spelling | doaj.art-f25d38606b024262b6e110fe2b1416502023-11-30T05:07:38ZengElsevierMethodsX2215-01612024-06-0112102500Application of variation theory in STEM education: A comprehensive guideline for STEM teachersMahbub Hasan0Md Shahadat Hossain Khan1A.K.M. Foysal Ahmed2Islamic University of Technology, Gazipur, Bangladesh; Corresponding author.Islamic University of Technology, Gazipur, BangladeshInternational University of Business Agriculture and Technology, Dhaka, BangladeshIncorporating appropriate pedagogical strategies has been instrumental in the development of a favorable learning environment for holistic learning, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. However, there is growing evidence of the need to advance the existing methods, through more robust and comprehensive fieldwork grounded in design study. It has been shown that the lack of guidance in lesson planning using variation theory is also thought to require particular attention, as the accuracy of the student learning relies significantly on the planning of the lesson. However, little research has outlined the strategy to be followed for incorporating variation theory. This article proposes a method of preparing lesson plans to systematically implement the variation theory in STEM classrooms. The method seeks to design and implement current techniques as follows: • According to variation theory, teachers must create the necessary conditions for learning for the students to recognize what they are expected to learn. • To create the necessary conditions for learning, teachers define the key aspects of the topic to be covered and use different patterns of variations in teaching those contents, such as contrast, separation, generalization, and fusion. • Finally, teachers focus on the key aspects one by one or simultaneously to grab students’ attention.http://www.sciencedirect.com/science/article/pii/S221501612300496XVariation Theory in STEM Teaching (VTST) |
| spellingShingle | Mahbub Hasan Md Shahadat Hossain Khan A.K.M. Foysal Ahmed Application of variation theory in STEM education: A comprehensive guideline for STEM teachers MethodsX Variation Theory in STEM Teaching (VTST) |
| title | Application of variation theory in STEM education: A comprehensive guideline for STEM teachers |
| title_full | Application of variation theory in STEM education: A comprehensive guideline for STEM teachers |
| title_fullStr | Application of variation theory in STEM education: A comprehensive guideline for STEM teachers |
| title_full_unstemmed | Application of variation theory in STEM education: A comprehensive guideline for STEM teachers |
| title_short | Application of variation theory in STEM education: A comprehensive guideline for STEM teachers |
| title_sort | application of variation theory in stem education a comprehensive guideline for stem teachers |
| topic | Variation Theory in STEM Teaching (VTST) |
| url | http://www.sciencedirect.com/science/article/pii/S221501612300496X |
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