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STEM Teaching for the Internet of Things Maker Course: A Teaching Model Based on the Iterative Loop

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  • Rongjun Chen

    (School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou 510665, China
    School of Electrics and Information Technology, Sun Yat-Sen University, Guangzhou 510006, China)

  • Yani Zheng

    (School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou 510665, China)

  • Xiansheng Xu

    (School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou 510665, China)

  • Huimin Zhao

    (School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou 510665, China)

  • Jinchang Ren

    (School of Computer Science, Guangdong Polytechnic Normal University, Guangzhou 510665, China
    Department of Electronic and Electrical Engineering, University of Strathclyde Glasgow, Glasgow G1 1XW, UK)

  • Hong-Zhou Tan

    (School of Electrics and Information Technology, Sun Yat-Sen University, Guangzhou 510006, China)

Abstract

As the key technology for 5G applications in the future, the Internet of Things (IoT) is developing rapidly, and the demand for the cultivation of engineering talents in the IoT is also expanding. The rise of maker education has brought new teaching inspiration for cultivating innovative technical talents in the IoT. In the IoT maker course, teaching problems include the lack of adequate teaching models, emphasis on products but less emphasis on theory, and letting students imitate practice. Focusing on these problems, this paper proposes a new Science, Technology, Engineering, and Mathematics (STEM) teaching model called Propose, Guide, Design, Comment, Implement, Display and Evaluate (PGDCIDE) for the IoT maker course. The PGDCIDE teaching model is based on STEM teaching and Kolodner’s design-based scientific inquiry learning cycle model, and realizes the combination of “theory, practice, and innovation.” Finally, this paper designs the IoT maker course to practice the PGDCIDE model. The practical results indicate that students significantly improved their emotional level, knowledge level, and innovation level after studying the course. Therefore, the PGDCIDE teaching model proposed in this paper can improve the effectiveness of the IoT maker course teaching and is conducive to the cultivation of students’ sustainable ability in engineering education. It has reference significance for the application of maker courses in engineering education practice.

Suggested Citation

  • Rongjun Chen & Yani Zheng & Xiansheng Xu & Huimin Zhao & Jinchang Ren & Hong-Zhou Tan, 2020. "STEM Teaching for the Internet of Things Maker Course: A Teaching Model Based on the Iterative Loop," Sustainability, MDPI, vol. 12(14), pages 1-20, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5758-:d:385887
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    References listed on IDEAS

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    1. Xingwei Wang & Wenwen Xu & Liang Guo, 2018. "The Status Quo and Ways of STEAM Education Promoting China’s Future Social Sustainable Development," Sustainability, MDPI, vol. 10(12), pages 1-15, November.
    2. Eunil Park & Angel P. Del Pobil & Sang Jib Kwon, 2018. "The Role of Internet of Things (IoT) in Smart Cities: Technology Roadmap-oriented Approaches," Sustainability, MDPI, vol. 10(5), pages 1-13, May.
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