Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design
Mäkelä, T., Fenyvesi, K., Kankaanranta, M., Pnevmatikos, D., & Christodoulou, P. (2022). Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design. Educational Technology Research and Development, 70(4), 1329-1357. https://doi.org/10.1007/s11423-022-10114-y
Published inEducational Technology Research and Development
© The Author(s) 2022
The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10–18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies. ...
ISSN Search the Publication Forum1042-1629
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Related funder(s)European Commission
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingOpen Access funding provided by University of Jyväskylä (JYU). Funding was provided by Horizon 2020 Framework Programme (Grant Number 709515).
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