Technology, AI, and Visualization in STEM Learning: Models and Outcomes in K–12 and Calculus — GeoGebra, Google Sites, and PjBL in Practice - Couverture souple

Name: Technology, AI, and Visualization in STEM Learning: Models and Outcomes in K–12 and Calculus — GeoGebra, Google Sites, and PjBL in Practice
Author: Siregar, Torang; Bendo, Mhel Cedric D.; Naibaho, Fitria Pebriani
ISBN: 9789999355056

Siregar, Torang ; Bendo, Mhel Cedric D.; Naibaho, Fitria Pebriani

9789999355056: Technology, AI, and Visualization in STEM Learning: Models and Outcomes in K–12 and Calculus — GeoGebra, Google Sites, and PjBL in Practice

Couverture souple

ISBN 10 : 9999355056 ISBN 13 : 9789999355056

Editeur : Eliva Press, 2026

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This book presents three interconnected studies at the frontier of educational technology, artificial intelligence, and mathematics instruction. Together, they address a central question facing contemporary educators: How can emerging digital tools be integrated into STEM and mathematics classrooms in ways that genuinely enhance learning rather than merely adding novelty? Drawing on quasi-experimental research and systematic model development, the volume offers both empirical evidence and practical frameworks for answering that question. The first study investigates advanced visualization technologies in K–12 STEM education through a quasi-experimental design. By comparing learning outcomes under enhanced visualization conditions against conventional instruction, it provides rigorous evidence about what these tools actually contribute to student performance. The findings offer grounded guidance for teachers and curriculum designers seeking to use visual technologies purposefully rather than superficially. The second study shifts to higher education, presenting the development of the PjBL-GeoGAI model—an approach that integrates Project-Based Learning with GeoGebra, Google Sites, and generative artificial intelligence for calculus instruction. Calculus remains a persistent obstacle for many learners, particularly when abstract concepts lack visual or contextual support. This model responds by combining dynamic geometry software, collaborative web platforms, and AI assistance to make abstract reasoning more accessible and engaging. The third study formalizes and validates the PjBL-GeoGAI model as a coherent instructional framework. Rather than treating technological tools as isolated supplements, it positions them as integrated components of a unified pedagogical approach. The model emphasizes student agency, authentic problem-solving, and the strategic use of AI to support—not replace—teacher expertise and student thinking. Validation procedures and refinement processes are documented in detail. Across all three studies, several commitments remain constant. Technology is treated as a means rather than an end. Empirical evidence and systematic development.

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