Abstract:

Teaching Science, Technology and Mathematics (STEM) can be very attractive for students in case of giving a fun, useful and real focus. In that line, our department is working for our teachers to teach the STEM subjects using strategies and methodologies that help our students keep a high interest and curiosity, while they learn and apply all their knowledge to practical and real cases.

In our school we are promoting the use of cooperative work strategies in all our disciplines.

Regarding Science subjects at Secondary level, a project has started in which the instructional model of the 5 E's is applied. Moreover, classes are reduced once a week for a better and personalized learning and the use of laboratories in all courses is also promoted.

In the case of Technology, LEGO robots are used for educational purposes. Our students work cooperatively in small groups and they are in charge of roles in order to achieve objectives for the group.

Regarding Mathematics, Viaró Global School works in some projects based on the work of multiple intelligences and the use of cooperative work strategies which are used from Early Years.

Also about our department, we prepare our students for external contests related to STEM (Olympiads of Chemistry, Physics, Biology, Mathematics, HP CodeWars and First Lego League, among others).

Our department also organizes internal tests with the aim of engaging and encouraging even more students in scientific disciplines. As an example, this article will discuss an innovative macro-activity about Mathematics which has been designed by our department and it has taken place during this academic year in our school. This macro-activity is based on cooperative learning using relays with Viaró teams.

Be noticed that in our school, there are six Viaró teams (Fúries, Dofí, Falcó, Huracà, Cicló and Jaguar) which in the past have been only used for physical education purposes. However, in recent years, these teams have gradually been used for other educational purposes; and also been integrated into the daily life at Viaró. Each student belongs to one of these teams. The feeling of membership in a team is very high and this is seen in the various competitions and events held during the academic year.

Regarding language use, subjects are taught in Spanish, Catalan or English. Viaró teachers provide students the basic contents or some key words in all three languages and explain their meanings. When English is used, a CLIL approach is applied.

These strategies and macro-activities shown in this article are tested with Primary, Secondary and High School students from Viaró Global School.

The key findings of this study are that students become more active and collaborative in class triggering a positive atmosphere. Another remarkable result is that the confidence of students with great difficulties is improved. In addition, the use of 5 E instructional model and cooperative work strategies promotes active listening and inquiry-based learning. Regarding the use of CLIL approach, it may be an effective way to improve students’ communication skills in English.

It is concluded that the use of cooperative learning strategies blended with 5 E’s model activities may be an effective way to enhance STEM students learning. Moreover, the use of STEM macro-activities may be a way to flourish social and emotional skills and trigger an increased academic performance.

Keywords:

STEM, Mathematics, Technology, Science, Cooperative learning, macro-activities, 5 E’s model, CLIL, Baccalaureate, Secondary School, Primary School, Early Years.