A role for physicists in STEM education reform

2015 ◽  
Vol 83 (2) ◽  
pp. 101-103 ◽  
Author(s):  
Hestenes David
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Stem Education Reform

scholarly journals STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

2016 ◽  
Vol 15 (4) ◽  
pp. es8 ◽  
Author(s):  
Amy B. Mulnix
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Faculty Members ◽  
Pedagogical Change ◽  
Emergent Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Education Reform

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.

Sustaining STEM Education Reform

2014 ◽  
Vol 114 (6) ◽  
pp. 257-257 ◽  
Author(s):  
Carla C. Johnson
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Stem Education Reform

Point of View: A Tipping Point in Stem Education Reform

2014 ◽  
Vol 043 (03) ◽  
Author(s):  
Amy Mulnix ◽  
Eleanor Vandegrift
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Tipping Point ◽  
Point Of View ◽  
Stem Education Reform

scholarly journals DBER and STEM education reform: Are we up to the challenge?

2014 ◽  
Vol 51 (6) ◽  
pp. 809-819 ◽  
Author(s):  
Vicente Talanquer
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Stem Education Reform

scholarly journals Interdisciplinary STEM education reform: dishing out art in a microbiology laboratory

2017 ◽  
Vol 365 (1) ◽  
Author(s):  
Sarah J Adkins ◽  
Rachel K Rock ◽  
J Jeffrey Morris
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Microbiology Laboratory ◽  
Stem Education Reform

scholarly journals Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Haozhe Jiang ◽  
Ke Wang ◽  
Xiaoqin Wang ◽  
Xiaohui Lei ◽  
Ziyi Huang
Keyword(s):  
Education Reform ◽  
Stem Education ◽  
Education Reforms ◽  
Generation Process ◽  
Professional Identities ◽  
Longitudinal Case Study ◽  
Teacher Emotions ◽  
Stem Education Reform ◽  
Stem Teacher

Abstract Background Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform. Methods This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted. Results Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be. Conclusion This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.

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