tumblewings in Tanzania: how international are integrated STEM activities and approaches?
STEM, Tanzania, education, STEM education
Research into STEM learning scenarios with integrated content has demonstrated positive results and suggests that teaching students in an integrated manner will create well-rounded students who are prepared to take on the real world (Johnson, Peters-Burton, & Moore, 2015). First introduced by John M. Collins (Collins, 2004), tumblewings are a specific type of glider that flies through the air using the principle of ridge-lift. The tumblewings lesson plan (Bartholomew, 2017) and the accompanying worksheets were specifically identified for use in this research for multiple reasons: the resources had been utilized with success at a variety of grade levels (K-12 and higher education), the lesson plans and worksheets were published and readily available, several technological literacy standards were covered (ITEA/ITEEA, 2000/2002/2007; Standards/Benchmarks 9H, 10F, and 11K), and the supplies needed (i.e., newspaper, tape, scissors) for the lesson implementation were minimal; an important requirement due to the associated travel and the school environment in Tanzania. The tumblewings lesson was implemented in two middle school classes after which the student researcher engaged in reflective practices and preparation for the international implementation, which took place approximately one month later at a secondary school in Tanzania.
Original Publication Citation
Bartholomew, S. R., & DeSplinter, M. (2018). Tumblewings in Tanzania: Just How International Are Integrated STEM Activities and Approaches? Technology & Engineering Teacher, 78(4), 26–30.
BYU ScholarsArchive Citation
Bartholomew, Scott R. and DeSplinter, Marlee, "tumblewings in Tanzania: how international are integrated STEM activities and approaches?" (2018). Faculty Publications. 5551.
Technology & Engineering Teacher
Ira A. Fulton College of Engineering and Technology
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