scholarly journals Performance of Undergraduate Students To Deal with STEM (Science, Technology, Engineering and Mathematics) Based Problems

2021 ◽  
Vol 1819 (1) ◽  
pp. 012006
Author(s):  
A Lubis ◽  
AA Nasution ◽  
Y. Hia ◽  
A Ritonga
Keyword(s):  
Undergraduate Students ◽  
Science Technology ◽  
And Mathematics

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

scholarly journals An Analysis of Knowledge in STEM: Solving Algebraic Problems

2020 ◽  
Vol 16 (2) ◽  
pp. 131
Author(s):  
Teoh Sian Hoon ◽  
Parmjit Singh Aperar Singh ◽  
Cheong Tau Han ◽  
Nurul Akmal Md Nasir ◽  
Nor Syazwani Mohd Rasid ◽  
...  
Keyword(s):  
Error Analysis ◽  
Undergraduate Students ◽  
Positive Attitude ◽  
Qualitative Approach ◽  
Undergraduate Mathematics Education ◽  
Education Students ◽  
Science Technology ◽  
And Mathematics ◽  
Main Component ◽  
Analysis Of Knowledge

This study was conducted to assess the students’ level of abilities in solving algebraic word problems which is a main component in Science, Technology, Engineering and Mathematics (STEM). It also aims to determine the students’ difficulties in solving these problems by using Newman’s Model of Error Analysis (NMEA). Furthermore, this study was conducted to investigate the attitudes of undergraduate students towards STEM and its relationship to the achievement of the test. The instruments are a test on algebraic problems and a set of questionnaire on attitudes towards STEM. The test which was validated by an expert from a university was adopted and adapted from a problem solving source. The test contained questions from one of the main areas of algebra which focused on two parts namely algebraic knowledge (AK) and algebraic knowledge in the context of science (AKCS).  There were a total of 63 undergraduate mathematics education students who took part in this study. This study was carried out using the mixed-methods qualitative approach. The result showed that the majority of the students have a low level of algebraic knowledge as well as algebraic knowledge in the context of science. For the attitude towards STEM, findings displayed that the majority of the students were interested and gave positive attitude towards STEM. Keywords: algebraic knowledge (AK), algebraic knowledge in the context of science (AKCS), Newman’s Model of Error Analysis (NMEA), attitudes towards STEM

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

scholarly journals The Case for Biocalculus: Design, Retention, and Student Performance

2017 ◽  
Vol 16 (2) ◽  
pp. ar25 ◽  
Author(s):  
Carrie Diaz Eaton ◽  
Hannah Callender Highlander
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Life Science ◽  
Science Students ◽  
Traditional Course ◽  
Science Technology ◽  
Learning Mathematics ◽  
Traditional Courses ◽  
And Mathematics ◽  
Authentic Life

Calculus is one of the primary avenues for initial quantitative training of students in all science, technology, engineering, and mathematics fields, but life science students have been found to underperform in the traditional calculus setting. As a result, and because of perceived lack of its contribution to the understanding of biology, calculus is being actively cut from biology program requirements at many institutions. Here, we present an alternative: a model for learning mathematics that sees the partner disciplines as crucial to student success. We equip faculty with information to engage in dialogue within and between disciplinary departments involved in quantitative education. This includes presenting a process for interdisciplinary development and implementation of biology-oriented Calculus I courses at two institutions with different constituents, goals, and curricular constraints. When life science students enrolled in these redesigned calculus courses are compared with life science students enrolled in traditional calculus courses, students in the redesigned calculus courses learn calculus concepts and skills as well as their traditional course peers; however, the students in the redesigned courses experience more authentic life science applications and are more likely to stay and succeed in the course than their peers who are enrolled in traditional courses. Therefore, these redesigned calculus courses hold promise in helping life science undergraduate students attain Vision and Change recommended competencies.

scholarly journals Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance

2019 ◽  
Vol 18 (4) ◽  
pp. ar54 ◽  
Author(s):  
Steven C. Pan ◽  
James Cooke ◽  
Jeri L. Little ◽  
Mark A. McDaniel ◽  
Erin R. Foster ◽  
...  
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Conceptual Knowledge ◽  
Conceptual Learning ◽  
Exam Performance ◽  
Online Experiment ◽  
Science Technology ◽  
And Mathematics

Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Quizzes occurred before conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted memory of previously quizzed jargon terms and their definitions relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (experiment 1) or different (experiment 2) from those used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon-quizzing intervention, deliverable via Internet or in-class platforms, can yield substantial improvements in students’ course-relevant scientific lexica, but does not necessarily impact conceptual learning.

scholarly journals From STEM to STEAM in ancient age architecture

2019 ◽  
Vol 10 (4) ◽  
pp. 221-240
Author(s):  
Mustafa Çevik
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
Science Technology ◽  
Significant Difference ◽  
Project Groups ◽  
Post Test ◽  
And Mathematics ◽  
Study Context ◽  
Experimental Group

Abstract This research aims to identify the effects of a science, technology, engineering, arts and mathematics implementation in the ancient age architecture field on the achievements of the undergraduate students and their science, technology, engineering and mathematics (STEM) perceptions. The research was based on the explanatory design, while the experimental design with pre-test and post-test control groups was carried out in the quantitative component of the study and the case study was carried out in the qualitative component. In the first stage, the study context, selections of the groups, development and implementation of the pre-test and formation of the project groups were realised. The second stage was accomplished by carrying out the study in accordance with the determined plan, implementations of the practices, realising the post-test and conducting the interviews. Finally, a significant difference was observed between the achievement test mean scores of the experimental group and the control group in favour of the experimental group. Keywords: STEAM approach, ancient age architecture, STEAM achievement, STEM perception.

scholarly journals Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills

2018 ◽  
Vol 17 (4) ◽  
pp. ar54 ◽  
Author(s):  
Kari L. Nelson ◽  
Claudia M. Rauter ◽  
Christine E. Cutucache
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
College Graduates ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Academic Year

The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.

From STEM to STEAM in ancient age architecture

2018 ◽  
Vol 10 (4) ◽  
pp. 52-71
Author(s):  
Mustafa Çevik
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
Science Technology ◽  
Significant Difference ◽  
Project Groups ◽  
Post Test ◽  
Qualitative Component ◽  
And Mathematics ◽  
Study Context

This research aims to identify the effects of a science, technology, engineering, arts and mathematics implementation in the ancient age architecture field on the achievements of the undergraduate students and their science, technology, engineering and mathematics (STEM) perceptions. The research was based on the explanatory design, while the experimental design with pre-test and post-test control groups was carried out in the quantitative component of the study and the case study was carried out in the qualitative component. In the first stage, the study context, selections of the groups, development and implementation of the pre-test and formation of the project groups were realised. The second stage was accomplished by carrying out the study in accordance with the determined plan, implementations of the practices, realising the post-test and conducting the interviews. Finally, a significant difference was observed between the achievement test mean scores of the experimental group and the control group in favour of the experimental group.Keywords: STEAM approach, ancient age architecture, STEAM achievement, STEM perception.

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