scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

scholarly journals Analisis Sajian Buku Ajar Fisika SMA Kelas X Semester 1 Terkait Komponen Science, Technology, Engineering, Mathematics (STEM)

2019 ◽  
Vol 3 (2) ◽  
pp. 167
Author(s):  
Laura Aliyah Agnezi ◽  
Nyswatul Khair ◽  
Sinta Yolanda
Keyword(s):  
High School ◽  
Stem Learning ◽  
Descriptive Research ◽  
A Value ◽  
Surrounding Environment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Teachers And Students ◽  
Information And Communication ◽  
And Mathematics

An important problem in the 21st century is the integration of information and communication technology in learning. Because teachers and students must be prepared to keep abreast of increasingly sophisticated times. STEM is a learning that integrates science (science), technology (technology), engineering (engineering), and mathematics (mathematics). STEM provides learning through the process of solving problems in everyday life in order to enhance students' creative abilities. STEM learning aims to improve the ability of students to compete with the surrounding environment and globally, both in science and able to innovate technological products. Currently there are many textbooks in circulation with various publishers. For this reason, it is necessary to find out whether the outstanding textbooks have been able to facilitate the implementation of the STEM approach in learning. The solution to this problem is to analyze the extent to which the textbook meets the STEM component. This type of research is a descriptive research with a qualitative approach. The population of data in this research were all physics textbooks for class X semester 1 high school. The samples in this research were five books used in learning physics in class X semester 1 high school. The data in this research were taken using a research instrument which had 4 components which were elaborated into 19 assessment items and data collection techniques used are through observation. The results of this research indicate that the average suitability obtained for each book that is in textbook 1 has a value of 88 with a category in accordance with the STEM component. In textbook 2 has a value of 85 with a category in accordance with the STEM component. In textbook 3 with a value of 72 with categories according to the STEM component. Textbook 4 with a value of 77 with categories according to the STEM component. Finally in textbook 5 with a value of 85 with a category very much in accordance with the STEM component

scholarly journals Factors that Influence High School Female Students’ Intentions to Pursue Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
M Sultana Alam ◽  
Sadia Sajid ◽  
Jin Kuan Kok ◽  
Mobashar Rahman ◽  
Aamir Amin
Keyword(s):  
High School ◽  
Stem Education ◽  
Gender Gap ◽  
Self Efficacy ◽  
Female Students ◽  
Outcome Expectancy ◽  
Independent Variables ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact

Despite the increase in the number of female students in education indicating a reversal in the gender gap, their participation in Science, Technology, Engineering, and Mathematics (STEM) education in Malaysia is still a matter of concern. This study extends empirical explanations for this gender gap and identifies factors influencing high school students’ intentions to pursue Science, Technology, Engineering, and Mathematics (STEM) Education in Malaysia. The present study aims to develop a framework of female intention to pursue STEM education by examining the impact of five independent variables on STEM self-efficacy and in turn the impact of self-efficacy on intention. The independent variables include attitude towards STEM, self-concept, gender stereotype, motivation, and teacher stereotypes. The study also examines the independent and moderating impact of career outcome expectancy on the relationship between self-efficacy and intention. Data was collected from 211 secondary school female students in Forms 4 and 5, studying at eight secondary schools in two states in Malaysia. The data was analyzed using SmartPLS. The results of the study show that attitude, motivation, and career outcome expectancy are positive and are significant predictors of STEM self-efficacy, whereas gender and teacher stereotypes are the negative predictors. The results of the study also highlight that self-efficacy is a strong predictor of intention to pursue STEM education. These findings of the study would assist policymakers to develop suitable strategies to improve female participation in STEM education in Malaysia.

Keep your boat afloat

2017 ◽  
Vol 24 (1) ◽  
pp. 56-59
Author(s):  
Nataly Z. Chesky ◽  
Lyndsey Wells
Keyword(s):  
Care Setting ◽  
Three Dimensional ◽  
Lessons Learned ◽  
Student Interest ◽  
Three Dimensional Printing ◽  
Integrated Stem ◽  
Science Technology ◽  
After Care ◽  
And Mathematics ◽  
Dimensional Printing

This STEM activity uses the latest technology, three-dimensional printing, in an elementary school after-care setting. The authors explain the need to develop more childhood STEM-focused activities and reflect on lessons learned. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

scholarly journals Maths instruction in vocational high school from teachers and students’ eyes: a different kettle of fish

2020 ◽  
Vol 9 (2) ◽  
pp. 196
Author(s):  
H. OZDEMIR
Keyword(s):  
High School ◽  
Stem Education ◽  
Reliability And Validity ◽  
Vocational Students ◽  
Vocational High School ◽  
Beliefs And Practices ◽  
Science Technology ◽  
Teachers And Students ◽  
Personal Skills ◽  
And Mathematics

Mathematics course in vocational high school education is significant worldwide to equip vocational students with the technical and personal skills that are required for the effective workforce as discussed in the context of Science, Technology, Engineering and Mathematics (STEM) education. The present research sets out to investigate 20 Turkish maths teachers’ belief and instructional practices through comparing vocational students’ perceptions for mathematics instruction and the researcher’s observation in a state vocational high school, which is under- researched. 20 maths teachers and 161 students participated in this longitudinal study (n=181). Mixed methods were used, and three types of data were collected as follows: questionnaires, interviews and observation for triangulation of data and methods t for the reliability and validity of the study. The findings indicated that maths teachers’ belief and practices were not consistent when compared with the questionnaire and interview data collected from vocational students, and also observation carried out by the researcher.Keywords: mathematics education, vocational high school, vocational students, beliefs and practices

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

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