Challenge-Based Learning & STEAM Curriculum

STEAM education is being integrated into elementary schools as a way to engage more students in creativity, hands-on learning, and problem-based learning also referred to as Challenge-Based-Learning (CBL). This article focuses on elementary educators’ curriculum design for STEAM and presenting students with open-ended questions phrased as a challenge as a way to raise student interest and achievement (DeJarnette, 2018; Hunter-Doniger, 2018). When students received challenges to solve, they felt more open to sharing their ideas since there was more than one potential right answer (DeJarnette, 2018; Drake, 2012). When implementing CBL, teachers act as facilitators using a constructivist approach as students work in small groups to design, test, and iterate prototypes of their solutions (DeJarnette, 2018; Driscoll, 2005). This article highlights the impact of CBL on student engagement in a STEAM Lab or Makerspace. Keywords: Constructivist Theory, Challenge-Based Learning, STEAM Lab, Makerspace, Elementary Education, K-5th Grade, Growth Mindset, Problem-Based Learnin

IGeneration: A Study in Challenge Based Learning at a Small Private University

Faculty-buy in is an essential component of successful technology integration processes at the Higher Education level. The goal of this case study was to assess the University faculty\u27s role in the utilization of Challenge Based Learning while teaching undergraduate students. Did the University have the faculty\u27s support and buy-in concerning the use of Challenge Based Learning as a campus-wide initiative? The perspectives of 16 full-time University faculty members enrolled in a Challenge Based Learning pilot study were explored at the beginning of the Challenge Based Learning pilot and then and were assessed again upon the completion of the pilot. The findings of the study were in favor of using Challenge Based Learning again

Reasoning ability through challenge based learning kahoot

The main objective is to analyze the improvement of mathematical reasoning ability through the challenge based learning with kahoot application. An experimental study, pre-test and post-test control group design. The population subjects were all students of class XI of the SMAN 26 Bandung, by involving a sample of three classes through random sampling techniques from five parallel classes available. Instrument for mathematical reasoning tests. Findings: There was improvement in mathematical reasoning abilities of students who obtained a challenge based learning assisted by the kahoot application, challenge based learning without a kahoot, and conventional learning. Improvement of mathematical reasoning abilities of students who obtained a challenge based learning with kahoot application is better than challenge based learning without the kahoot, and expository learning. Challenge based learning kahoot applications can facilitate conflict processes, discovery, social interaction, and reflective to improve students’s mathematical reasoning abilities

Conceptualizing Socially Shared Regulation In Challenge-Based Learning

Students in Challenge-based learning (CBL) courses work in multidisciplinary groups to develop a solution to an open-ended and ill-defined challenge.Thus, in CBL, students need to regulate their learning individually and collectively to learn. Socially shared regulation of learning (SSRL) refers to the development of collective and co-constructed task perceptions or shared goals by multiple students working as a group. Existing knowledge about conceptualizing and researching SSRL in CBL is currently lacking. In this paper, we provide evidence from a qualitative study we conducted in a CBL course, using analysis of individual learning portfolios and in-depth interviews about students’ perceptions of SRRL. We discuss, firstly, which individual characteristics students perceive as important for SSRL. Secondly, we discuss the identified processes of SSRL identified in our data. Finally, we discuss how groups with high and low SSRL differ. For example, groups with high SSRL spend more time in task planning and role division. They also discussed shared goals early in the process and frequently monitored and evaluated their collective work and progress. On the other hand, groups with low SSRL need guidance individually and as a group to plan and evaluate their activities in different project stages. In addition, they had fewer conversations as a group about their shared goals, and they had more difficulties getting along at a social level. Finally, theoretical implications, practical recommendations, and future directions for research are discussed

Variety in Challenge-Based Learning in higher education

Increasingly higher education programs are made open and flexible to face challenges demanded by societal changes. Challenge-based learning (CBL) is perceived as an educational concept shaping these open and flexible programs. However, CBL as a field of research is still in its infancy. The present study searches for all-embracing commonalities of CBL in engineering education. We propose an evaluative framework that both includes commonalities and allows for variety in CBL characteristics between study components. This framework, labelled CBL-compass, serves as a methodological approach for educational staff and researchers to visualise the local colour of CBL in higher education institutions. With this study we aim to advance the field by contributing to a conceptual basis in flexibility in CBL. Our research question was: How can we assess the variety of CBL implementations in engineering education experiments? This question was answered by an evaluative case study. First, existing literature on CBL was scoped. The characteristics following from this review were perceived as dimensions, each with associated indicators. Empirical data were collected from an evaluation of six CBL experiments. The variety of scores on the CBL-compass gave an impression of how teachers implemented CBL in their course or project and can thus be used as an evaluation mechanism to improve this implementation. Filling in the CBL-compass triggered reflection among teachers about their course and CBL. The added value of the CBL-compass is the attention for, amongst others assessment or teacher skills and support, which are important for the overall quality of study components

Applying Challenge Based Learning to Teach Mass Transfer

[EN] In order to enhance undergraduates' understanding of mass transfer unit operations, Challenge-Based Learning (CBL) was applied in two courses on Transport Phenomena in the Food Industry. The courses are part of Agrifood Engineering Degree program at the Universitat Politecnica de Valencia (UPV). After the lecturers explained the topic to the fourth-year students, they were given the challenge of preparing and solving cases of mass transport phenomena dealing with solid-liquid extraction and food drying. Students were divided into six groups of three or four students; each group chose a product to work with, and each group designed a flowchart with the main stages of the process based on the information gathered from varied bibliographical sources. The corresponding mathematical models were applied to characterize the flow and estimate the performance and efficiency. After that, students wrote short reports of the main steps followed to complete the task. The reports were presented to a panel of expert lecturers to provide feedback and recommendations. Specifically designed rubrics were employed by the panel to assess the impact of the methodology on students' subject-specific skills in addition to collaborative work, problem solving, time management and oral presentation skills.This work was supported by the Universitat Politecnica de Valencia with the Grant PIME/20-21/208.Barrera Puigdollers, C.; Castelló Gómez, ML.; Seguí Gil, L.; Heredia Gutiérrez, AB.; García Hernández, J. (2022). Applying Challenge Based Learning to Teach Mass Transfer. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION. 38(1):171-180. http://hdl.handle.net/10251/186575S17118038

Analyzing student-teacher interactions in challenge-based learning

Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice

Challenge-Based Learning In Courses: The Implementation Continuum

Given the increasing criticality and complexity of societal challenges, higher education institutions are urged to equip students with the ability to develop sustainable solutions for \u27wicked\u27 problems. Consequently, the Challenge-based Learning (CBL) framework has attracted considerable interest in higher engineering education. However, transforming existing course curricula to CBL is a challenging endeavour since it requires careful and paced execution for maintaining the quality, synergy, and flow of existing education. Therefore, this paper proposes a perspective on CBL implementation that exemplifies a gradual transition towards educational CBL innovation while reflecting on the alignment, consistency, and coherence educators aspire to when designing courses. Accordingly, we introduce a CBL implementation continuum as a conceptual model, which connects CBL elements to Van den Akker’s Spider Web for curriculum design and describes a continuum of Mild, Moderate, and Intense CBL levels per Spider Web component. Moreover, the paper describes an online CBL implementation tool, which helps educators thoughtfully evaluate the current level of CBL in their courses and provides practical recommendations for a transition towards higher levels of CBL intensity