Perceptions Of K 12 And Collegiate Stem Teaching Careers By Computing, Engineering, And Science Administrators, Faculty And Advisors

In the United States, the Next Generation Science Standards (NGSS) bring both commitment and challenges to science education in K-12 schools. New focus areas within the NGSS are engineering education and the integration of multiple disciplines as seen in science, technology, engineering and mathematics (STEM). Providing professional development (PD) is necessary in order to assist K-12 teachers with the implementation of the NGSS in their classrooms (NGSS Lead States, 2013). This case study shares the results of a unique style of PD workshops provided for K-12 teachers on the NGSS and engineering design where participants were immersed in inquiry-based STEM activities with an earth and space science theme. Twenty-six teachers agreed to participate in the study. This qualitative research focused on self-reported data through surveys, interviews, focus groups, and observation of participants during the workshops. Findings from this case study revealed self-reported increases in teachers’ dispositions and self-efficacy regarding their implementation of the NGSS in an integrated STEM teaching context.

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Research experiences and online professional development increase teachers’ preparedness and use of effective STEM pedagogy

AJP Advances in Physiology Education ◽

10.1152/advan.00158.2020 ◽

2021 ◽

Vol 45 (2) ◽

pp. 191-206

Author(s):

Margaret E. Stieben ◽

Thomas A. Pressley ◽

Marsha Lakes Matyas

Keyword(s):

Professional Development ◽

Teaching Methods ◽

Student Centered ◽

Research Experiences ◽

Student Centered Learning ◽

Career Information ◽

Use Of Technology ◽

Multiple Challenges ◽

K 12 ◽

Stem Teaching

Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models—research experiences for teachers and online PD—for their comparative impacts on middle and high school teachers’ understanding of, preparedness to use, and actual use of proven STEM teaching methods and STEM career information. The programs were unique in their focus on equipping teachers with a pedagogical “tool kit” that supports ongoing changes in teaching and assessment methods, STEM content, use of technology, and working with diverse students. Findings indicate that both program models increased teachers’ preparedness to use and their frequency of use of the targeted STEM teaching methods. Teachers who had summer research experiences gained additional benefits.

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International comparison of K-12 STEM teaching practices

Journal of Research in Innovative Teaching & Learning ◽

10.1108/jrit-01-2020-0004 ◽

2020 ◽

Vol 13 (1) ◽

pp. 115-128

Author(s):

Rachael L. Tawbush ◽

Sabrina D. Stanley ◽

Tye G. Campbell ◽

Melissa A. Webb

Keyword(s):

Literature Review ◽

Stem Education ◽

Teaching Practices ◽

Student Centered ◽

Content Type ◽

Search Terms ◽

Research Questions ◽

And Mathematics ◽

K 12 ◽

Stem Teaching

PurposeThis study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?Design/methodology/approachThis study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.FindingsFindings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.Research limitations/implicationsThe parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.Practical implicationsThis study will improve the global perspective of STEM education practices.Originality/valueThis study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.

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3-D FOSSILS FOR K–12 EDUCATION: A CASE EXAMPLE USING THE GIANT EXTINCT SHARKCARCHAROCLES MEGALODON

The Paleontological Society Papers ◽

10.1017/scs.2017.15 ◽

2016 ◽

Vol 22 ◽

pp. 197-209 ◽

Cited By ~ 11

Author(s):

Claudia A. Grant ◽

Bruce J. MacFadden ◽

Pavlo Antonenko ◽

Victor J. Perez

Keyword(s):

Teaching And Learning ◽

Three Dimensional ◽

Science Standards ◽

Deep Time ◽

Hands On ◽

Socially Relevant ◽

K 12 ◽

Stem Teaching ◽

Immense Potential

AbstractFossils and the science of paleontology provide a charismatic gateway to integrate STEM teaching and learning. With the new Next Generation Science Standards (NGSS), as well as the exponentially increasing use of three-dimensional (3-D) printing and scanning technology, it is a particularly opportune time to integrate a wider variety of fossils and paleontology into K–12 curricula. We describe a curricular prototype that integrates all four components of STEM (Science, Technology, Engineering, Math) into authentic research using dentitions of the Neogene giant shark Megalodon (Carcharocles megalodon Agassiz, 1843). This prototype has been implemented in two middle and two high schools in California and Florida. Consistent with prior evidence-based research, student engagement increases when they have hands-on experiences with fossils, particularly with a charismatic species such as Megalodon. Access to museum specimens helps students understand big ideas in ‘Deep Time.’ In addition to engaging students in authentic STEM practices and scaffolding development of content knowledge, paleontology is an integrative science that connects and informs socially relevant topics, including long-term (macro-) evolution and climate change. The application of 3-D printing and scanning to develop curricula using fossils has immense potential in K–12 schools in the U.S.

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A Case Study on Professional Development: Improving STEM Teaching in K-12 Education

The Qualitative Report ◽

10.46743/2160-3715/2020.4183 ◽

2020 ◽

Author(s):

Roshani Rajbanshi ◽

Susan Brown ◽

Gaspard Mucundanyi ◽

Mehmet Ozer ◽

Nicole Delgardo

Keyword(s):

Professional Development ◽

After School Programs ◽

Summer Camps ◽

After School ◽

Stem Learning ◽

Non Profit ◽

School Programs ◽

Teachers And Students ◽

K 12 ◽

Stem Teaching

STEM Outreach Center is a non-profit educational center in southern New Mexico that supports K-12 STEM teachers and students by providing professional development, after school programs, summer camps, and field visits. This center has been organizing the Summer Institute Professional Development (SIPD) for more than ten years. The purpose of this research is to understand the effect of SIPD on teachers’ pedagogy to excite and engage students in STEM learning. This study contributes to the program evaluation by analyzing the experiences of teachers who participated in SIPD. This qualitative study uses the open-ended questionnaire as a method of data collection. The findings of this study show that teachers who attended the SIPD are eager to (i) integrate readings and arts in STEM teaching practices, (ii) improve their teaching pedagogies, and (iii) look for additional resources to support STEM teaching. Therefore, the authors recommend further research on how teachers transfer skills into their classrooms after attending SIPD.

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Reflections And Measures Of Stem Teaching And Learning On K 12 Creative And Performing Arts Students

10.18260/1-2--16844 ◽

2020 ◽

Author(s):

Steven Essinger ◽

Ryan Coote ◽

Pete Konstantopoulos ◽

Jason Silverman ◽

Gail Rosen

Keyword(s):

Performing Arts ◽

Teaching And Learning ◽

K 12 ◽

Stem Teaching

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STEM TEACHING USING PHET SIMULATIONS WITH REFERENCE TO NCERT CURRICULUM DURING PANDEMIC

Towards Excellence ◽

10.37867/te120526 ◽

2020 ◽

pp. 282-297

Author(s):

Aniket Srivastava ◽

Atul Pati Tripathi ◽

Parul Verma

Keyword(s):

Open Source ◽

Affective Domain ◽

Psychomotor Skills ◽

Educational Purpose ◽

Ict Tools ◽

K 12 ◽

Stem Teaching

STEM teaching is always interactive and engaging for the learners and it covers all domains of learning. Its focus on cognitive part of a learner to use his affective domain with psychomotor skills. During covid time simulations enables learners to use open source specially phet simulations as its easy and device independent with offline access for educational purpose. As we all know that NCERT curriculum for science and maths requires variety of STEM modules for online instructional teaching during covid time. Phet covers all stem modules as per the NCERT curriculum, In this paper we have done the mapping for k-12 segment of STEM simulations using phet simulations with a survey of 13 schools using phet sims as an ICT tools for STEM teaching during pandemic.

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