scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2021 ◽  
Vol 104 (4) ◽  
pp. 003685042110335
Author(s):  
Lorelei Patrick ◽  
Leigh Anne Howell ◽  
Everett William Wischusen
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Stem Education ◽  
Teaching Methods ◽  
Graduate Level ◽  
Class Time ◽  
Science Technology ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.

scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2018 ◽  
Author(s):  
Everett W. Wischusen ◽  
Lorelei Patrick ◽  
Leigh Anne Howell
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Development Programs ◽  
Graduate Level ◽  
Class Time ◽  
Course Work ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students' perceptions of active learning change in the classes they take versus those they teach by administering surveys to STEM graduate students at our institution. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes. These findings suggest that graduate students' perceptions of teaching and learning changed based on their role in the classroom, which have implications for graduate level course work and professional development programs.

Flipping a Class: Active Learning and More of It

2015 ◽  
Vol 9 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Angela Lumpkin ◽  
Rebecca M. Achen
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Convincing Evidence ◽  
Learning Activities ◽  
Course Evaluations ◽  
Research Approach ◽  
Class Time ◽  
Learner Centered ◽  
Action Research Approach ◽  
Sport Finance

Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.

scholarly journals In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 597
Author(s):  
David Aguilera ◽  
José Luis Lupiáñez ◽  
José Miguel Vílchez-González ◽  
Francisco Javier Perales-Palacios
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Future Research ◽  
Science Technology ◽  
Stem Literacy ◽  
Disciplinary Integration ◽  
And Mathematics ◽  
Practice Of Science

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

scholarly journals THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC

2020 ◽  
Vol 19 (6A) ◽  
pp. 1040-1042
Author(s):  
Lindelani Mnguni ◽  
Hamza Mokiwa
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Knowledge Construction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Online Teaching And Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Modern Technologies

Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.

scholarly journals METHODS OF BIOLOGY TEACHING IN CONNECTION WITH OTHER NATURAL SCIENCES

2020 ◽  
Vol 57 (06) ◽  
pp. 13-17
Author(s):  
Vusale Hajiyeva
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Interdisciplinary Communication ◽  
Natural Sciences ◽  
Individual Characteristics ◽  
Educational Process ◽  
Holistic View ◽  
Effectiveness Of Training ◽  
The Right

This article is devoted to the ways and means of establishing interdisciplinary communication between biology and natural sciences. The main purpose of the research is to explore ways to properly establish interdisciplinary communication in the learning process, as well as in the teaching of biology. In the field of integration in education, it is impossible to achieve success in teaching different subjects, especially without the use of interdisciplinary communication. Integration has become one of the main principles of training in modern period, as well as the basis of the educational process. Teaching subjects at a coherent pace will increase the effectiveness of the perceptual process, as well as accelerate the formation of motivation in the learning process. Teaching biology in conjunction with other natural sciences will help students to form a correct worldview, as well as create a complete and holistic view of the world. However, special attention should be paid to the establishment of interdisciplinary communication in accordance with the age and individual characteristics of students. For this, the right forms and methods must be used. The article provides information about these forms and methods, the mechanisms of their use. It is especially important to establish interdisciplinary links, as well as the form in which they are organized to increase the effectiveness of training. Form means the outward expression of the organized activity. Forms of work organized individually, in groups, in groups and in pairs are used during active learning. Depending on the level of difficulty of the topic and the interdisciplinary relationship created, as well as the age and perceptual characteristics of students, the forms of work should be chosen by the teacher at the stage of lesson planning. In addition, the use of teaching methods in establishing interdisciplinary links is of particular importance. The use of these teaching methods will be of particular importance in the formation of logical, creative, critical thinking in students. Teaching methods include both traditionally used oral, visual, and practical methods, as well as active learning methods used in modern education. Also, the organization of out of class, out of lesson activities and nature excursions is one of the main ways to establish interdisciplinary communication. It is known that it is impossible to fully establish the connection between biology and other natural sciences in the teaching process. The best way to deal with this problem is to turn to out of lesson, out of class activities. Significance Application: Can be used to properly organize interdisciplinary communication in biology classes in secondary schools. Keywords: Integration, training, biology, interdisciplinary communication, method

Designing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Dessy Agustina ◽  
Dini Fitriani
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be designed. This work designed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

scholarly journals Students' Perceptions of Flipped Classrooms, Gender, and Country Difference

2020 ◽  
Vol 15 (4) ◽  
pp. 36-56
Author(s):  
Emad Ahmed Abu-Shanab
Keyword(s):  
Student Perceptions ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Relative Advantage ◽  
Educational Institutions ◽  
Gulf Region ◽  
Class Time ◽  
Two Samples ◽  
Flipped Classrooms ◽  
Perceived Enjoyment

Information technology and the Internet has enabled faculty and educational institutions to implement new teaching methods to enrich the educational environment. The flipped classroom (FC) method changed the teaching practices and encouraged active learning. Using pre-class videos made the class time available for active discussions. This study utilized two samples to compare student perceptions on the challenges and benefits of such a method. The first sample included 200 students from a leading university in one of the Gulf Region countries, and the second sample included 114 students in Jordan. Results indicated a domination of higher means for the Jordanian sample, and the for males sample. Results partially supported the model for the Gulf university students and overall sample, but fully for the Jordanian sample. The strongest predictor of FC was perceived enjoyment and the weakest predictor was relative advantage. More results and discussion are reported at the end.

Developing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be developed. This work developed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

scholarly journals Inclusion and accessibility in STEM education: Navigating the duty to accommodate and disability rights

2019 ◽  
Vol 8 (3) ◽  
pp. 121-141
Author(s):  
Dipesh Prema ◽  
Ruby Dhand
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Stem Education ◽  
Disability Rights ◽  
Human Rights Law ◽  
Legal Concept ◽  
Canadian Universities ◽  
Post Secondary ◽  
Science Technology ◽  
The Right

The duty to accommodate is a fundamental legal concept embedded in Canadian human rights law. The concept itself makes a contribution to advancing the goals of human rights law by attempting to extend the right to equality by protecting people from discrimination. In post-secondary institutions, pursuant to human rights legislation, the duty to accommodate requires that educators and administrators should attempt to accommodate students with disabilities short of undue hardship. Despite these legal requirements, students with disabilities are often underrepresented in STEM (science, technology, mathematics and engineering) disciplines because they face multiple barriers to accessing reasonable accommodation within the classroom and laboratory environments in Canadian universities (Sukhai and Mohler, 2017, Sukhai et al, 2014).

scholarly journals A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

2014 ◽  
Vol 38 (3) ◽  
pp. 246-252 ◽  
Author(s):  
Cynthia J. Miller ◽  
Michael J. Metz
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Educational Games ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Comfort Level ◽  
Audience Response ◽  
Class Time

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom ( n = 116) and professional-level physiology faculty members ( n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.

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