The aims of this conference are to develop and continue discussions on STEAM Education Research at this time focusing on innovations in pedagogies related to STEAM education and various technology developments such as Augmented Reality, 3D Printing, Machine Learning, Robotics  etc. Presentations at the conference will enable us to learn about the work of colleagues locally and internationally to be able to develop collaborations in STEAM-related projects. This time we would like to further explore the role of educational innovations in STEAM education and advance our knowledge in supporting creative environments for learning. Thus, we hope that not only researchers, but also artists, teachers, teaching specialists and anyone wish to contribute to the topics will join us.[br] 

[b][size=150][size=200][color=#073763]THURSDAY[/color][/size][/size][/b][br]09:00 – 10:30 – [url=https://www.geogebra.org/m/zafjcgzp]Action Research Workshop with Herbert Altrichter [/url][br]10:30 – 10:45 – Coffee break[br]10:45 – 11:30 – [url=https://www.geogebra.org/m/zafjcgzp]Action Research Workshop with Herbert Altrichter[/url]  [br][br]11:30 – 12:30 – Lunch ([url=https://menu.mensen.at/index/index/locid/1]Mensa[/url])[br][br]12:30 – 13:30 – Keynote with [url=https://www.geogebra.org/m/yjwvueef]Jukka Sinnemäki[/url][br]13:30 – 14:40 – [url=https://www.geogebra.org/m/qbevmhnj]Presentations SESSION 1[/url] (max. 10 min per presentation)[br]14:40 – 15:00 – Coffee break [br]15:00 – 16:15 – [url=https://www.geogebra.org/m/wnga9het]Presentations SESSION 2[/url] (max. 10 min per presentation)[br]16:15 – 16:30 – Coffee break[br]16:30 – 18:00 – [url=https://www.geogebra.org/m/zzkqtsdu]Presentation SESSION 3[/url] (max. 10 min per presentation)[br] [br]19:00 –  Dinner in the City Centre (Restaurant "[url=https://glorious-bastards.at/linz/]Glorious Bastards[/url]". See the details below.)

[table][tr][td][b][size=150][color=#9900ff][/color][color=#ff0000]SESSION 1[/color][/size][/b][/td][td][color=#ff7700][b][size=150]SESSION 2[/size][/b][/color][/td][td][b][size=150][color=#7f6000]SESSION 3[/color][/size][/b][/td][/tr][tr][td]Sara Hinterplattner &[br]Corinna Kröhn[br][/td][td]Jakob Skogø[br][/td][td]Bjarnheiður Kristinsdóttir[br][/td][/tr][tr][td]Oliver Kastner-Hauler[br][/td][td]Renata Vágová[br][/td][td]Clemens Jaeger[br][/td][/tr][tr][td]Jens Nothacker[br][/td][td]Eva Ulbrich[br][/td][td]Johanna Zöchbauer[br][/td][/tr][tr][td]Karin Tengler[br][/td][td]Julia Handl[br][/td][td]Martin Ertl[br][/td][/tr][tr][td]Thierry Dana-Picard[br][/td][td]Shereen ElBedewy [i](online)[/i][br][/td][td]Anna Kiladze [i](online)[/i][br][/td][/tr][tr][td]Zoltán Kovács[br][/td][td]Gustavo Aguilar ([i]online)[/i][br][/td][td]Imam Fitri Rahmadi[br][/td][/tr][tr][td][/td][td]Lilla Korenova[br][/td][td][/td][/tr][/table]

[b][size=150][color=#0000ff]How to get to the restaurant?[/color][/size][/b][br]From the '[b]Universität'[/b] tram station take the tram [b]1[/b] or [b]2 [/b]and get off at [b]'Taubenmarkt'[/b]. From there it is 3 minutes walk (see on map). During the day the tram runs every 2-5 minutes (see the picture below). [br][br]Buy the ticket before by using the ticket machine at the tram station.[br][b]MAXI-KARTE[/b] (24h) - [b]4,80 €[/b][br]or[br][b]MIDI-KARTE[/b] (one way) - [b]2,40 €[/b]

[justify][b]Herbert Altrichter[/b] is currently Full Professor of Education and Educational Psychology and Director of Linz School of Education at Johannes Kepler University, Linz, Austria. He is also the programme leader of the University’s MEd in ‘School Management’. His [i]research interests [/i]include educational governance studies (school development and system reform), evaluation, teacher education and qualitative research methodology. A native from Vienna, Austria, he earned his PhD in Education from the University of Vienna.[br]After international experiences in Cambridge, UK and at Deakin University (Australia) he was appointed Associate Professor of Business Education at the University of Innsbruck (1991). From 1994-1999 Herbert Altrichter was Austrian Delegate to the Governing Board of the Centre for Research and Innovation in Education (CERI, OECD, Paris). He was the founding president of the Austrian Educational Research Association (ÖFEB) and is now Treasurer of the European Educational Research Association (EERA) (2013-2021). He founded and edits learned journals [i](journal für schulentwicklung[/i], [i]journal für lehrerinnen- und lehrerbildung, Zeitschrift für Bildungsforschung) [/i]and was trained as organizational consultant. [br][br][u]Publications[/u][i]:[/i] In 2018 his book ‘Teachers Investigate Their Work’ saw its 5[sup]th [/sup]edition in German (Klinkhardt: Bad Heilbrunn) and its 3[sup]rd[/sup] edition in English (Routledge: London); translations in Greek and Chinese are available. [br][br][u]Recent publications include:[/u][br]Altrichter, H. (2020). [b]The Emergence of Evidence-based Governance Models in the State-Based Education Systems of Austria and [/b]Germany. In Julie Allan, Valerie Harwood and Clara Rübner Jørgensen (eds.), [i]World Yearbook in Education 2020: Schooling, Governance[/i][i] and Inequalities [/i](pp. 72-95)[i].[/i] London: Routledge [br][br]Altrichter, H., Galvin, M., McNamara, G., & O’Hara, J. (2019). [b]Addressing the context in cross-national comparative research[/b]. In M. Honerød Hoveid, L. Ciolan,A. Paseka & S. Marques da Silva (eds.), [i]Doing Educational Research. [/i][i]Overcoming Challenges in Practice[/i] (pp. 203-226). London: Sage. [br][br]Altrichter, H. (2019). [b]School autonomy policies and the changing governance of schooling[/b]. In H. Jahnke, C. Kramer, & P. Meusburger (Hrsg.), [i]Geographies of Schooling [/i](S. 55-73)[i]. [/i]Vol. 14 of the series ‘Knowledge and Space’. Cham: Springer.[br][br]Gamsjäger, M., Altrichter, H. & Steiner, R. (2019). [b]Wirkungen und Wirkungswege einer Bildungsstandards-Reform: Die Sichtweise von Lehrpersonen und Schulleitungen in österreichischen Primarschulen[/b]. [i]Zeitschrift für Bildungsforschung,[/i] [url=https://doi.org/10.1007/s35834-019-00239-1]https://doi.org/10.1007/s35834-019-00239-1[br][/url][br]Feldman, A., Altrichter, H., Posch, P. & Somekh, B. (2018). [b][i]Teachers Investigate their Work.[/i] [i]An introduction to action research across the professions[/i][/b]. 3[sup]rd[/sup] edition. London: Routledge. [url=https://www.routledge.com/Teachers-Investigate-Their-Work-An-Introduction-to-Action-Research-across/Feldman-Altrichter-Posch-Somekh/p/book/9781138225763]https://www.routledge.com/Teachers-Investigate-Their-Work-An-Introduction-to-Action-Research-across/Feldman-Altrichter-Posch-Somekh/p/book/9781138225763[/url][br][br]Altrichter, H., Posch, P. & Spann, H. (2018).[i] [b]Lehrerinnen und Lehrer erforschen ihren Unterricht. [/b][/i][b]5. grundlegend überarbeitete Auflage.[/b][i] [/i]Bad Heilbrunn: UTB/Klinkhardt. [url=http://www.klinkhardt.de/verlagsprogramm/4754.html--%3e]http://www.klinkhardt.de/verlagsprogramm/4754.html[/url][br][br][b]CONTACT:[/b][br][url=mailto:herbert.altrichter@jku.at]herbert.altrichter@jku.at[/url][/justify]

[justify][b]Action research [/b]is a research strategy in empirical social sciences which may be characterized the following features (Altrichter & Feindt, 2008; Zeichner & Noffke, 2001): [br](1) [i]Research and development[/i] are not separated into different research phase or projects, but are considered as elements of one process. The development of a social field and of the knowledge about this field are pushed forward in long-term and iterative action-reflection cycles (Altrichter, Posch & Spann, 2018, pp. 13). [br][br](2) [i]Practitioners[/i] are not considered research objects, but actively research their own practice. Outsider (such as university researchers) may collaborate with practitioners as facilitators or co-researchers.[br][br](3) Action researchers usually do not work alone but collaborate in [i]professional communities[/i]. These communities may provide practical support for research (e.g. for research design, data collection and analysis), but also discursive testing of research strategies and interpretations. Situating the work in professional communities, is also meant to be a contribution to the further development of the professional group. Colleagues at schools, parents, pupils or other researchers may be involved in these professional communities. Prerequisites are forms of communication that enable all groups of people to participate equally and reflect any barriers to communication and development.[br][br](4) Since action research seeks to develop and improve social practice, it can[i]not [/i]be [i]value-neutral[/i] in all respects: "Action research starts from a vision of social transformation and aspirations for greater social justice for all" (Somekh, 2006, p. 7).[br][br]The presentation will:[br] - explain action research as a research strategy   [br] - give some information about the origin (Lewin, 1946; Stenhouse, 1975) and the theoretical rationale of action research (e.g. Schön, 1983) [br] - explain research methods and practical steps of doing action research (Feldman et al., 2018).[br][br]If you are interested, there will be some opportunity to[br] - discuss critical questions with respect to methodology and theoretical justification (Altrichter, 1990)[br] - explore potential use of action research for different research questions and[br] - discuss potential relationship of action research and design-based strategies (Altrichter, 2018)[br][br][b]Introductory book[/b][br]into concept and research design of action research is available in the following languages: [br][br]Feldman, A., Altrichter, H., Posch, P. & Somekh, B. (2018). [i]Teachers Investigate their Work.[/i] [i]An introduction to action research across the professions.[/i] 3[sup]rd[/sup] edition. London & New York: Routledge.[br][br]Altrichter, H., Posch, P. & Spann, H. (2018).[i] Lehrerinnen und Lehrer erforschen ihren Unterricht. [/i]5. grundlegend überarbeitete Auflage.Bad Heilbrunn: UTB/Klinkhardt. [br][br]Altrichter, H., Posch, P. & Somekh, B. (2001). OI EKPAIDEUTIKOI EREUNOUN TO ERGO TOUS. MIA EISAGWGH STIS MEQODOUS THS EREUNAS DRASHS. Athen: METAICMIO (Greek translation by Maria Delhcgiannh).[br][br]Altrichter, H., Posch, P. & Somekh, B. (1997). [i]Teachers Investigate Their Work.[/i] Taipei: Yuan-Liou Publishing Co., 277 Seiten (Chinese edition; new translation is in preparation).[br][br][br][b]References[/b][br][br]Altrichter, H. (1990). [i]I[b]st das noch Wissenschaft?[/b][/i][i][b]Darstellung und wissenschafts­theoretische Diskussion einer von Lehrern betriebenen Aktionsfor­schung[/b].[/i] München: Profil.[br][br]Altrichter, H. (2018). [b]Aktionsforschung und Design-Based Development[/b]. In P. Posch, F. Rauch & St. Zehetmeier (Hrsg.), [i]Das Lernen von Lehrerinnen und Lehrern, Organisationen und Systemen [/i](S. 135-148)[i]. [/i]Münster: Waxmann.[br][br]Altrichter, H. & Feindt, A. (2008). [b]Handlungs- und Praxisforschung[/b]. In W. Helsper & J. Böhme (eds.), [i]Handbuch der Schulforschung.[/i] 2. durchgesehene und erweiterte Auflage (S. 449 – 466). Wiesbaden: Verlag für Sozialwissenschaften.[br][br]Altrichter, H. & Posch, P. (2010). [b]Reflective development and developmental research: is there a future for action research as a research strategy in German-speaking countries?[/b] [i]Educational Action Research[/i] [i]18,[/i] 1, 57–71[br][br]Lewin, K. (1946). [b]Action research and minority problems[/b]. [i]Journal of Social Issues 11[/i], S. 34-46.[br][br]Somekh, B. (2006). [i][b]Action Research: A Methodology for Change and Development[/b].[/i] Maidenhead: Open University Press.[br][br]Stenhouse, L. (1975[i]). [b]An Introduction to Curriculum Research and Development[/b]. [/i]London: Heinemann.[br][br]Schön, D.A. (1983). [i][b]The Reflective Practitioner[/b].[/i] London: Temple Smith.[br][br]Zeichner, K. & Noffke, S. E. (2001).[b] Practitioner Research[/b]. In V. Richardson (eds.), [i]Handbook of research on teaching[/i] (4th ed.) (S. 298–330). Washington, D.C.: AERA.[/justify]

[justify][size=150][color=#0000ff][b]The Children's Congress 2019 at JKU Linz[/b][/color][/size][size=150][br][size=100]Author: [b]Sara Hinterplattner [/b]and[b] Corinna Kröhn[/b][/size][/size][br][br]The Children’s Congress is an event, developed to meet a demand for strengthening computational thinking and to increase the interest in STEAM subjects. This congress brings teachers, university students and pupils together to work interdisciplinary on real-life problems. During these proceedings, the pupils slip into the role of researchers and scientists. The Children’s Congress aims to inspire pupils, students and teachers to work with computational thinking, as well as promoting the concept of working in an inter- or transdisciplinary way. It is a core value of the Children’s Congress that the project should challenge and benefit everyone involved. This unique aim sets the event apart from other learning activities by focusing not only on the pupils but also on in-service training for the pupils’ teachers and for gifted students at the Johannes Kepler University in Linz. In this talk we will present the projects of the Children's Congress 2019 and discuss the evaluation.[/justify]

[justify][size=150][color=#0000ff][b]Physical computing and computational thinking skills in lower secondary[/b][/color][br][size=100]Author: [b]Oliver Kastner-Hauler[br][/b][/size][/size][br]Physical Computing and Computational Thinking is being promoted using the single-board computer BBC micro:bit at schools in Austria along with block-based programming and the essential haptic experience. "Coding, Making & Robotics" has thus arrived in secondary education grade 5 to 8. The dissemination of Basic Digital Education even for non Computer Science Teacher will be supported with this project. The actual standings of the project will be presented and be open for plenary discussion.[/justify]

[justify][b][size=150][color=#0000ff]Requirements for a mobile teaching case for the practical implementation of didactic goals of computer science teaching with help of a single board computer[/color][/size][/b][size=150][br][size=100]Author: [b]Jens Nothacker[br][/b][/size][br][/size]In the first part of this paper, the didactic objectives and guidelines from the latest teaching plans of the different types of schools (schools, colleges, universities) in the D-A-CH regions are set out in terms of information technology and its detailed lessons with a qualitatively deductive meta-analysis, which can be implemented with a single board computer and compressed into a compendium of skills to be learned. In the second part of this work, a market analysis of single-board computers and existing learning packages containing single-board computers is carried out in order to evaluate the existing offerings according to different criteria. The third part of this paper analyses the results of the first and second parts. Teaching tasks are developed by combining the requirements of the analyses according to the developed digital didactic objectives with a combinatorial approach and with the theoretical COOL informatics principles with which the digital didactic content is based on part 1 can be conveyed. The contents of the mobile teaching case for computer science lessons are compiled based on the previously developed tasks and the required hardware parts. The results are a task book that follows the COOL informatics principles and the digital didactic objectives of the curricular, as well as a partial list of the contents of a mobile teaching case, which is designed differently based on the number of learners and the learning objectives to be taught. Finally, the fourth part of the planned work will determine whether the digital content can be conveyed accordingly with the developed suitcase and the developed task book. Success measurement is based on a survey/ examination before and/or after the lesson to assess the improvement of knowledge. The paper concludes with a conclusion and an outlook.[/justify]

[justify][size=150][color=#0000ff][b]First Programming With Ozobots - A Creative Approach To Early Computer Science In Primary Education[/b][/color][br][size=100]Author: [b]Karin Tengler[/b][/size][br][size=100]Co-Authors: Barbara Sabitzer, Oliver Kastner-Hauler[/size][br][br][/size][size=100]Basic digital education is becoming an important topic, also at primary level. Computational thinking is seen as one of the basic conditions for fostering students' problem-solving thinking skills in primary school. In the field of early computing education, however, there are no empirically founded competence models available yet. Nevertheless, experts agree that playful methods of programming, e.g. with robots, can foster computational thinking and creativity. Enhancing creativity is an important task in primary education and it is also one of the key skills required for 21st century learning.[br]First programming with Ozobots, which are small robots that can be programmed with color codes, is part of a research project of the University College for Teacher Education in Lower Austria. By using the method of lesson study, it will be investigated if aspects of creativity in programming Ozobots can be identified or differences between girls and boys can be determined.[br]The purpose of this presentation is to show how an introduction to programming with Ozobots in a child-friendly way can be successful at primary level. It will also be shown how computing education can be integrated in primary school. In addition, the first results of the lesson study research will be presented.[/size][/justify]

[justify][size=150][color=#0000ff][b]Dialog between different kinds of technologies[/b][/color][/size][size=150][br][size=100]Author: [b]Thierry Dana-Picard[br][/b][/size][br][/size]In a technology-rich environment, the researcher/the educator may have his\her own choice, which technology to use for a given problem. Two or more than two kinds of technology may be used for studying a given problem. Their joint efficiency is conditioned by the dialog which can be established between them. We study different cases: sometimes two kinds of technology of different level collaborate, in other situations two kinds of software have to exchange data.[/justify]

[justify][size=150][b][color=#0000ff]Teaching fractals for gifted learners at age 12 by using novel technologies[/color][/b][br][size=100]Author: [b]Zoltán Kovács[br][/b][/size][/size][br]A summary of an experimental course on fractals is given that was held for young learners at age 12. The course was a part of Epsilon camp, a program designed for very gifted students who have already demonstrated high interest in studying mathematics. Prerequisites for the course were mastery of Algebra I, experience and fluency in skills like exponentials and square roots, solving equations. Also, at least two preliminary years were required in a prior Epsilon camp. The summary gives an overview of the flow of teaching, the achieved results and some evaluation of the given feedback.[/justify]

[color=#ff0000]Please, do not use this link if:[/color][br][list][*][color=#ff0000]you attend the conference in person. [/color][/*][*][color=#ff0000]you are not registered in the conference. You can watch the conference [url=https://www.geogebra.org/m/nsz2esna]here[/url].[/color][/*][/list][color=#ff0000]Thank you for understanding![/color][br][br][size=150]To participate in the conference online, click here:[br][list][*][size=150][url=https://whereby.com/jku-stem]https://whereby.com/jku-stem[/url] - we can see you and hear you. Please, keep your microphone off. Turn it on only if you want to ask something :-).[/size][/*][/list][br][/size]

We have reserved rooms for the conference participants in the [url=http://www.sommerhaus-hotel.at/en/]Hotel Sommerhaus Linz[/url]. [br]In a quiet location 10 minutes walking distance from Johannes Kepler University, this hotel, which is also part of the Julius Raab Student Hostel, offers an à la carte restaurant and a bar. Free WiFi is available.[br][color=#333333][br]Single room: € 52[br]Double room: € 84[br][br]Prices are per room and day including breakfast.[br][/color][br]Location: [url=https://www.google.at/maps/place/Sommerhaus+Hotel/@48.331257,14.323495,15z/data=!4m2!3m1!1s0x4773986a28953695:0xdbeaa216358bb224?hl=en]Julius-Raab-Straße 10, 4040 Linz[/url][br][br][b]Book your room[/b] by contacting the hotel directly: [url=mailto:hotel@studentenwerk.at]hotel@studentenwerk.at[/url]. [br][br]By stating that you are attending the STEAM Education Conference (code: STEAM Conference) you receive a discounted price (available until 6th of January).[br][br]If you have any difficulties with the accommodation you can contact: [url=mailto:guenter.sageder@jku.at]guenter.sageder@jku.at[/url] 

Budget Accommodation is also available at Harry's Home Hotel [url=https://www.harrys-home.com/en/linz/rooms-prices/]https://www.harrys-home.com/en/linz/rooms-prices/[br][/url][br]You can either book other hotels via the university accommodation-discount page [url=https://www.jku.at/en/campus/accommodations/hotels/]https://www.jku.at/en/campus/accommodations/hotels/[/url].