The Activation Principle in Computational Thinking, Mathematics, and STEM
Presentation of the special issue
Abstract
This monographic issue of RED was convened with the title Education in Mathematics, Computational Thinking and STEM supported by digital technology. Its instructional design focus is the activation principle. In this article, the authors present the current issue, describe the activation principle as an important theoretical foundation of instructional design for computational thinking and mathematics and STEM Education, and introduce subsequent papers.
There are numerous skills and concepts, specific to Computational Thinking, Mathematics and STEM, that are necessary as a basis for undergraduate studies. Often these concepts and procedures do not appear explicitly in the primary and secondary school curriuclum. Or, if they do appear, there is no guarantee students will have mastered them by graduation. We cannot expect these skills to appear spontaneously, at the very moment they are needed. A solid cognitive foundation is necessary for them to be activated.
This special issue is presented with the aim of disseminating investigations and cases that partially or totally engage with these ideas. This can aid investigation of whether the effective use of the activation principle (Merrill, 2002; revised edition 2020), when used in an adequate instructional design, with methods, activites and resources, contributes to an improvement in the quality of learning results when what is learned in the previous stages is activated and reactivated sufficiently in undergraduate studies, and whether a pedagogy that establishes the value of these ideas and principles from the earliest educational stages should be promoted in order to prepare students for learning on the horizon, including STEM.
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References
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