scholarly journals e-Learning Integrated STEM Education Center (eLISE) in Asia: A Reflection Case Study of Taiwan and Vietnam Research Project

2021 ◽  
Vol 23 (36) ◽  
Author(s):  
Chun- Yen Chang ◽  
Pei- Ling Lin ◽  
Nguyễn Thị Tố Khuyên
Keyword(s):  
Stem Education ◽  
Action Plan ◽  
Innovation Process ◽  
Research And Innovation ◽  
Integrated Stem ◽  
Engineering Mathematics ◽  
Module Test ◽  
Stem Instruction ◽  
E Learning ◽  
Teacher Workshops

Objective:This article describes the implementation plan, advance and future directions of the academic and educational research center eLISE (e-Learning Integrated STEM Education Center) whose foundation intends to narrow the collaboration between Taiwan and Vietnam in e-Learning and STEM (Science, Technology, Engineering, Mathematics) in the framework of the New Southbound Policy[1], a long-term project announced by the Taiwanese government to strengthen the partnership with South Asian countries. Originality / contribution:This article contributes to the reflection about the promotion of international cooperation in innovation, scientific and technological research as well as the analysis of public policies guided towards e-Learning and STEM innovation. Information collection method / strategies: The stages of the research and innovation process were (1) Innovation e-Learning and STEM Instruction teaching material and module: test application, teacher workshops and interviews (2) Innovation e-Learning and STEM assessment through CloudClassRoom observation with Gamified Electronic Audio Response System and Google Bert.  Conclusions: The description of the implementation of eLISE, the explanation of the development of innovative curriculums and teacher workshops, as well as the talent exchange and the cooperation between industry and academy, highlights the importance of cultivate talents and workforces educated through STEM and e-Learning, seeking regional development and prosperity for both, Taiwan and Vietnam.   [1] Office of Trade Negotiations, executive Yuan, Bureau of Foreign Trade, T. M. of E. A. New Southbound Policy Guidelines and Action Plan. (Taipei, 2017).  

scholarly journals THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

2019 ◽  
Vol 4 (1) ◽  
pp. 300
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Sustainable Development ◽  
Stem Education ◽  
Real World ◽  
Sustainable Development Goals ◽  
After School ◽  
Curriculum Standards ◽  
Global Issues ◽  
Integrated Stem ◽  
Development Goals ◽  
Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems.  Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’.  Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills.  The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.   Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

Culturally-Connected Integrated STEM Instruction

2021 ◽  
pp. 751-769
Author(s):  
Tiffany S. Powell
Keyword(s):  
New York ◽  
Culturally Diverse ◽  
New York State ◽  
Integrative Approach ◽  
Culturally Diverse Students ◽  
Integrated Stem ◽  
The Status ◽  
Stem Instruction ◽  
And Mathematics ◽  
Culturally Connected

This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.

Strategies to Reduce Attrition among First Year Computer Science Students

2016 ◽  
pp. 98-120 ◽  
Author(s):  
Juris Borzovs ◽  
Laila Niedrite ◽  
Darja Solodovnikova
Keyword(s):  
Management Information System ◽  
Action Plan ◽  
First Year ◽  
Science Students ◽  
High School Mathematics ◽  
Intermediate Grades ◽  
Aptitude Tests ◽  
Core Courses ◽  
E Learning ◽  
The University

The observed trend to lose from one-third to half of students in the first year of computing studies at the University of Latvia served as the motivation to explore the causes of dropout and to find methods, how to determine potential dropouts in advance. The study investigates students enrolled in the year 2013 using integrated data from surveys, management information system and e-learning environment. Several factors that could affect attrition were studied: admission score, compensative course in high school mathematics, intermediate grades for core courses, prior knowledge in programming. The research revealed that the trend of non-beginning studies might indicate the wrong choice of the study field and possible lack of understanding of what is programming by enrolled students. An action plan is proposed to reduce dropout, which is based on the activities already conducted at the Faculty of Computing and is supplemented by one of the existing programming aptitude tests.

Sign in / Sign up

Export Citation Format

Share Document