ทำไรอยู่

ทำไรอยู่

ผลลัพธ์ (อังกฤษ) 1:

what are you doing

ผลลัพธ์ (อังกฤษ) 2:

Do what?

ผลลัพธ์ (อังกฤษ) 3:

The need for eflective and aflractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and cross-curricular skills such as creativity, innovation, and entrepreneurship has garnered aflention. A deep theoretical and empirical understanding is required when designing STEM LEs. In this study, a pedagogical framework for STEM LEs has been developed based on feedback from students, aged 10–18 years old, teachers, school directors, parents, and STEM professionals, and supported by the literature. First, representatives of key stakeholder groups in Belarus, Finland, Germany, Greece, and Spain (total n = 132) were invited to co-design focus group (FG) 1 sessions to collect their wishes related to STEM LEs. The data was collected through an online survey with open-ended questions. The analysis of the data led to the design of the pedagogical framework, which was validated by the same stakeholder groups (total n = 137) in FG2 discussions. The empirically and theoretically grounded framework entails general design principles as well as principles related to ways of teaching and learning, socio-emotional aspects, and cross-curricular skills. Both the results of this study and the previous literature suggest that diflerent pedagogical design principles are highly interrelated. For instance, novel tools and methods, collaborative methods, reflective learning, and entrepreneurial skills may support creativity and innovation, and vice versa. Therefore, instead of focusing on singular design principles, we recommend considering a wide range of diflerent LE design principles to support multiple ways of teaching and learning, and to develop both subject-related and cross-curricular knowledge, skills, aflitudes, values, and ethics.