Version 1
: Received: 26 January 2022 / Approved: 31 January 2022 / Online: 31 January 2022 (11:11:31 CET)
How to cite:
Contente, J.; Galvão, C. STEM Education and Problem-Solving in Space Science: A Case Study with CanSat. Preprints2022, 2022010449. https://doi.org/10.20944/preprints202201.0449.v1
Contente, J.; Galvão, C. STEM Education and Problem-Solving in Space Science: A Case Study with CanSat. Preprints 2022, 2022010449. https://doi.org/10.20944/preprints202201.0449.v1
Contente, J.; Galvão, C. STEM Education and Problem-Solving in Space Science: A Case Study with CanSat. Preprints2022, 2022010449. https://doi.org/10.20944/preprints202201.0449.v1
APA Style
Contente, J., & Galvão, C. (2022). STEM Education and Problem-Solving in Space Science: A Case Study with CanSat. Preprints. https://doi.org/10.20944/preprints202201.0449.v1
Chicago/Turabian Style
Contente, J. and Cecília Galvão. 2022 "STEM Education and Problem-Solving in Space Science: A Case Study with CanSat" Preprints. https://doi.org/10.20944/preprints202201.0449.v1
Abstract
Research has shown that hands-on projects promote stem education, namely, via problem-solving. CanSat, literally 'satellite in a can', is a stem educational project promoted by the European Space Agency. This paper addresses this issue by researching this STEM project, which demonstrates how problem-solving can be achieved in secondary-level students within the framework of the CanSat. We use qualitative techniques of data collection and analysis. The results showed that students use sophisticated thinking strategies to process information within this interdisciplinary project: (a) cognitive testing, cognitive organization, cognitive regulation, and monitoring, in addition to computer language and physical–mathematical calculations, are cognitive and metacognitive behavior strategies revealed in the CanSat; (b) problem-solving was suggested as a specific model, where students’ higher cognitive and metacognitive ordering processes deepen in project development; (c) computational, lateral, or divergent and convergent thinking were detected as thinking types of students associated with and mobilized in the course of problem-solving, The findings of this research have practical implications for STEM education in space science. Hands-on projects using problem-solving are an essential strategy to promote STEM education. Additionally, they are a starting point to promote meaningful learning and new thinking types.
Keywords
STEM education; problem-solving; thinking types; space science at school; CanSat
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
