scholarly journals STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives

2021 ◽  
Vol 2 (1) ◽  
pp. 7-16
Author(s):  
Anna Permanasari ◽  
Bibin Rubini ◽  
Oktian Fajar Nugroho
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Training And Development ◽  
Stem Learning ◽  
Lesson Analysis ◽  
Teachers And Students ◽  
Points Of View ◽  
Level Of Understanding ◽  
Teachers Training ◽  
Survey Approach

STEM education in indonesia has become a commitment for all of stakeholders in the field of science education in the last several years. All education participants agree to increase the popularity of STEM education in various parties, especially teachers and students. The research has been conducted to see to what extent science teachers in the secondary school interpret and understand STEM education and how Students pertain toward STEM learning. The research was conducted with a descriptive method using a survey approach. A set of questionnaire which comprises open-ended and closed-ended questions about teachers’ and students’ perceptions and understanding regarding STEM education were developed and applied. Responses from science teachers as well as students were then analysed through interpretative methods in which the participants’ own meanings and points of view were sought. The result indicated that STEM education is quite well understood by science teachers. Most of teachers show the same level of understanding toward STEM Education. Unfortunately, not many teachers have applied the STEM approach for science learning in the classroom. This is led to the weak understanding of STEM learning in students’side. Most of students did not familiar with “STEM learning” term. Based on the research, it is reccomended that the science teachers’ training and development should be reorientated and implemented through lesson analysis with various best practices on STEM learning systematically and continually.

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

scholarly journals Assessing and Benchmarking Learning Outcomes of Robotics-Enabled STEM Education

2021 ◽  
Vol 11 (2) ◽  
pp. 84
Author(s):  
S. M. Mizanoor Rahman
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Stem Education ◽  
User Study ◽  
Research Approach ◽  
Traditional Teaching ◽  
Assessment Metrics ◽  
Social Scientific ◽  
Survey Responses ◽  
Mathematics And Science Teachers

Experienced middle school mathematics and science teachers were recruited for a pilot study. The teachers separately responded to a survey related to determining expected learning outcomes based on their traditional teaching, classroom experiences and observations, and self-brainstorming. The teachers then received training on how to design, develop, and implement robotics-enabled lessons under a design-based research approach for experiential learning, and taught robotics-enabled lessons to a selected student population in classroom settings. The teachers then responded to the survey for the robotics-enabled teaching. For each case (traditional and robotics-enabled), the survey responses were analyzed, and a set of expected learning outcomes of math and science lessons was derived separately. The thematic analysis results showed that the expected learning outcomes for the robotics-enabled lessons were not only related to the educational gains (content knowledge) observed in traditional teaching, but also to the improvements in the behavioral, social, scientific, cognitive, and intellectual aptitudes of the students. Then, a set of metrics and methods were proposed for assessing the learning outcomes separately. To validate the assessment metrics and methods, teachers from different schools taught two selected robotics-enabled lessons (one math, one science) to same grade students, and separately assessed the learning outcomes of each student using the proposed metrics and methods. The learning outcomes were then compared and benchmarked between schools and subjects. The results of a user study with the teachers showed user acceptance, effectiveness, and suitability of the assessment metrics and methods. The proposed scheme of assessing learning outcomes can be used to assess and justify the benefits and advantages of robotics-enabled STEM education, benchmark the outcomes, help improve teaching preparations, motivate decision-makers to confer on robotics-enabled STEM education and curricula development, and promote robotics-enabled STEM education.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals The problems that face the six grade students in Kuwait state in learning science subject from the point of students and teachers view in Mubarak Al-Kabeer area: المشكلات التي تواجه طلاب الصف السادس بدولة الكويت في تعلم مادة العلوم من وجهة نظر المعلمين والطلاب في منطقة مبارك الكبير

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Nuzha Abdulaziz Alrashed
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Sixth Grade ◽  
Validity And Reliability ◽  
Teaching Aids ◽  
Sixth Grade Students ◽  
Teachers And Students ◽  
The Given ◽  
Academic Year

This research aims to identify the difficulties of science learning among sixth grade students as determined and estimated by science teachers and students. To achieve the aims of this research, the researcher depends on the analysis descriptive approach. It identifies the percentages of the difficulty aspects included in questionnaires. For this purpose, the researcher designed two templates of questionnaires. First questionnaire consists of 20 items regarding the difficulties of science learning from students' perspective. Second questionnaire consists of 22 items regarding impediments of science learning from teachers' perspective. The validity and reliability of questionnaires were established. A random sample of 24 science teachers and 295 sixth grade students was used in Mubarak Al-kabeer area. The study was conducted in the second semester of the academic year 2018-2019.The findings reveal that there are no significant differences in the responses of students in different schools about the difficulties of science learning listed in the questionnaires such as the required topics quantity that forms a common difficulty for the student and the teacher in the same time , and some topics that needs longer time more than the given time in the lesson plans to explain and simplify them for the students. In light of the findings of the research were presented a number of recommendations and proposals, including: the need for attention to quantity and quality of academic content, where suitable for students in the sixth grade level and the specificity of the stage they are going through, the need to use teaching methods, activities and teaching aids, and to train in-service teachers on modern trends in science education.

scholarly journals Defining changes in the educational environment in the context of the introduction of information and computer technologies

2021 ◽  
pp. 150-159
Author(s):  
Г.С. Лубышева ◽  
А.А. Красильников ◽  
Г.Р. Чубанова
Keyword(s):  
Crucial Role ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Modern Society ◽  
Training And Development ◽  
Educational Environment ◽  
Science And Art ◽  
Computer Technologies ◽  
Teachers And Students ◽  
Modern Technologies

Информационно-компьютерные технологии (ИКТ) являются одним из величайших достижений человечества. Начиная с появления Нomo sapiens множество технологий разной степени сложности являются его постоянными спутниками на всем протяжении существования. Во многом благодаря именно развитию технологий, возникли такие явления как цивилизация, наука и искусство. Современные технологии также коренным образом изменяют нашу жизнь. Они влияют на различные стороны нашего бытия, и во многом определяют само это бытие. Как показывает практика, современные ИКТ играют важнейшую роль в каждой сфере жизни современного общества. Некоторые задачи обучения и развития также могут быть существенно автоматизированы благодаря современным цифровым технологиям. Следует также отметить, что многие сложные и критически важные процессы могут быть осуществлены менее затратно и с большей эффективностью при использовании таких технологий. Благодаря более продвинутым или прикладным ИКТ жизнь человека существенно изменилась, и, следует заметить, она изменилась к лучшему. Следует отметить также, что современные цифровые технологии привнесли поистине революционные изменения и в сферу образования. Важность вопроса внедрения ИКТ в школах различного уровня сегодня уже трудно переоценить. Фактически с появлением цифровых технологий в образовании учителям стало значительно легче делиться знаниями, а ученикам их приобретать. Повсеместное использование ИКТ сделало тесно взаимосвязанные процессы преподавания и обучения значительно более интересными и позитивно окрашенными, как для преподавателей так и для обучающихся. Information and computer technologies (ICT) are one of the greatest achievements of mankind. Since the emergence of Nomo sapiens, many technologies of varying degrees of complexity have been its constant companions throughout its existence. It is largely due to the development of technology that such phenomena as civilization, science and art have emerged. Modern technologies are also fundamentally changing our lives. They affect various aspects of our being, and in many ways determine this very being. As practice shows, modern ICT play a crucial role in every sphere of modern society. Some training and development tasks can also be significantly automated thanks to modern digital technologies. It should also be noted that many complex and critical processes can be implemented less cost-effectively and with greater efficiency when using such technologies. Thanks to more advanced or applied ICTs, a person's life has changed significantly, and, it should be noted, it has changed for the better. It should also be noted that modern digital technologies have brought truly revolutionary changes to the field of education. It is difficult to overestimate the importance of implementing ICT in schools at various levels today. In fact, with the advent of digital technologies in education, it has become much easier for teachers to share knowledge and for students to acquire it. The widespread use of ICTs has made the closely interlinked processes of teaching and learning much more interesting and positive for both teachers and students.

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