Interactive physics apparatus: influence on interest of secondary school students in pursuing a career path in science, technology, engineering and mathematics (STEM)

2016 ◽  
Vol 52 (1) ◽  
pp. 015017
Author(s):  
Joel V Lubrica ◽  
Jovalson T Abiasen ◽  
Bretel B Dolipas ◽  
Jennifer Lyn S Ramos
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Career Path ◽  
School Students ◽  
Science Technology ◽  
And Mathematics

scholarly journals Out of the Pickle: Promoting Food Science and STEM in Public Libraries

2015 ◽  
Vol 3 (2) ◽  
pp. 102-114
Author(s):  
Dawn States
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Public Libraries ◽  
Statistical Information ◽  
Food Science ◽  
Science Program ◽  
School Students ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

This article explores the popularity of the Science, Technology, Engineering and Mathematics (STEM) movement and provides related statistical information as well as a projection of the future importance and impact of STEM. This article summarizes the significance and need for STEM both locally and nationally, focusing food science in public libraries to increase and maintain interest among secondary school students. This article furnishes an overview of how a food science program was implemented at Martin Library and how this same programming is scalable for any size library. In addition, this article provides an overview of how libraries across the nation and Martin library are providing vital STEM programs to communities. 

scholarly journals Abridged International Perspectives of Technology Education and Its Connection to STEM Education

2018 ◽  
Vol 10 (4) ◽  
pp. 31 ◽  
Author(s):  
Geoff Wright ◽  
Edward Reeves ◽  
John Williams ◽  
David Morrison-Love ◽  
Fiona Patrick ◽  
...  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Collaboration Networks ◽  
School Students ◽  
Content Areas ◽  
Science Technology ◽  
International Perspectives ◽  
Integrate Technology ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

2021 ◽  
Vol 9 (3) ◽  
pp. 739-752
Author(s):  
Hanife Gamze Hastürk ◽  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stem Fields ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Technology ◽  
And Mathematics ◽  
The Relationship

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

scholarly journals The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students

2021 ◽  
pp. 105-119
Author(s):  
Tolga Gok
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Data ◽  
School Students ◽  
Pilot Survey ◽  
Science Technology ◽  
Significant Difference ◽  
And Mathematics ◽  
Attitude And Motivation

The purpose of the research was to determine the secondary school students’ attitude and motivation toward STEM. For this purpose, two field studies for developing a survey were conducted. The first field study, pilot study, was performed for collecting the research data and making statistical analysis of the research data. After completing statistical analysis procedures (Explanatory Factor Analysis and Confirmatory Factor Analysis) of the pilot survey, the reliability and validity of the pilot survey was calculated. The statistical results indicated that the pilot survey was reliable and it also had four sub-factors. The second field study, main study, was performed for comparing and discussing the research data. The research was applied to 2912 students at different 14 secondary schools during the academic year of 2018-2019 at Izmir, Turkey. The students’ results in the metropolitan and suburban regions of the city were compared. The results indicated the decrease in the attitude and motivation of students at higher levels in both regions toward STEM. When the results of the research were evaluated in terms of the sub-factors, the science and engineering values of secondary school students in the suburban were higher than the values of the students in metropolitan. It was not found a significant difference between the students’ technology and mathematics values for both metropolitan and suburban. There was a significant difference between the 7th grade students’ science, technology, engineering, and mathematics values instructed in metropolitan and suburban in favor of the students instructed in suburban. It was calculated that there was not a significant difference between the 6th and 8th grade students’ all values for both the regions. It was only calculated that there was a significant difference between the 5th grade students’ mathematics value. Investigations on gender factors showed that the female students’ science, technology, engineering, and mathematics values were generally lower than the male students’ values for both the regions.

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs

2019 ◽  
pp. 649-651
Author(s):  
Ryan G. Zonnefeld ◽  
Valorie L. Zonnefeld
Keyword(s):  
Teacher Preparation ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Interdisciplinary Approach ◽  
Teacher Preparation Programs ◽  
School Students ◽  
Preparation Programs ◽  
And Mathematics ◽  
Certified Teacher

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

Isoperimetric Quadrilaterals: Mathematical Reasoning with Technology

2000 ◽  
Vol 93 (2) ◽  
pp. 144-147
Author(s):  
Gina M. Foletta ◽  
David B. Leep
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mathematical Reasoning ◽  
Mathematical Understanding ◽  
Reform Initiatives ◽  
School Students ◽  
And Mathematics ◽  
Different Levels

This article evolved as an extension of a lesson created in 1995 as part of the Kentucky Partnership for Reform Initiatives in Science and Mathematics (PRISM). We intended to work with quadrilaterals in general on our original lesson, but we thought that such a lesson might be too difficult for many students. Hence, we designed the original lesson to engage secondary school students in an investigation of the nature of isoperimetric parallelograms, that is, parallellograms with the same perimeter. We wanted the lesson to be appropriate for students at different levels of mathematical understanding.

Sign in / Sign up

Export Citation Format

Share Document