Challenged by a National Science Foundation-funded conference, 2020 Vision: The Next Generation of STEM Learning Research, in which participants were asked to recognize science, technology, engineering, and mathematics (STEM) learning as lifelong, life-wide, and life-deep, we draw upon 20 years of research across the lifespan to propose a new way of thinking about and investigating the topic. We propose Fullness of Life (or Total Life) as the minimal unit of analysis that allows people generally and researchers specifically to make sense of cognition. This move reverses traditional
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Wolff-Michael RothMichiel Van Eijck
resourceresearchProfessional Development, Conferences, and Networks
In this article, the author expresses her views on how science technology, engineering, and mathematics (STEM) standards can be developed to upgrade lifelong science learning. She mentions that the International Conference in the Learning Sciences (ICLS) that will be conducted by the International Society for the Learning Sciences (ISLS) will have an advantage to the development of the STEM standards. She also comments on the establishment of cyberlearning environments to improve science education.
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Marcia Linn
resourceresearchProfessional Development, Conferences, and Networks
The article discusses the highlights of the sixth annual "Spring Event in Rome on Modern Leonardos" Internet conference co-sponsored by the U.S. Embassy in Italy and The American University of Rome on May 23, 2013. Maria Stella Rasetti of the Biblioteca San Giorgio, Pistoia provided a video of the public library's YouLab in action. Other presentations included one on Fab Lab Barcelona by its director Tomas Diez and another by Neil Gershenfeld, originator of the fabrication laboratory concept.
One of the problems in science education is students' low motivation and difficulty to see the connection between science learning and their daily life. In addition, many science concepts are not intuitive, and involve complicated relations between parameters. We previously presented (Weizman & Broza, 2012) evaluation of a model integrating digital educational games with interactive learning units, where we found that students reported experiencing both learning and enjoyment. The current study focused on games in science, and examined the relation between the game design parameters and the