scholarly journals Students' views of, and motivations for, studying A-level Further Mathematics

2016 ◽  
Vol 15 (1) ◽  
pp. 4 ◽  
Author(s):  
Ellie Darlington ◽  
Jessica Bowyer
Keyword(s):  
Social Science ◽  
Large Scale ◽  
Science Technology ◽  
Large Scale Study ◽  
The Subject ◽  
And Mathematics

In response to recently-announced reforms to A-level Mathematics and Further Mathematics, a large-scale study was undertaken regarding current undergraduates’ views of those qualifications. Students of Science, Technology, Engineering, Medicine and Mathematics (STEMM) and Social Science degrees who had Further Mathematics were surveyed regarding their experiences of the subject and motivations for studying it. Results were positive, across students of a range of degree disciplines, highlighting the benefits of its study as preparation for mathematically-demanding degrees. Whilst access to studying Further Mathematics is poor in some schools, we suggest that more is done by universities to promote its study as a means of better-preparing students for their future degree courses.

scholarly journals PEMBELAJARAN BIOLOGI BERBASIS PROYEK UNTUK MENGEMBANGKAN SIKAP ILMIAH DAN KESADARAN LINGKUNGAN SISWA SEKOLAH MENENGAH

2009 ◽  
Vol 4 (2) ◽  
Author(s):  
A. Wahab Jufri
Keyword(s):  
Social Science ◽  
Science Student ◽  
Scientific Attitude ◽  
Student Parents ◽  
Science Technology ◽  
Learn By Doing ◽  
The Subject ◽  
Almost All ◽  
Bahasa Indonesia ◽  
Environment Awareness

Abstrak. Perkembangan ilmu pengetahuan, teknologi dan informasi yang sangat pesat akhir-akhir ini memberikan dampak pada hampir semua aspek kehidupan manusia, termasuk pada masalah lingkungan. Dalam rangka menghadapi permasalahan lingkungan  hidup yang sangat kompleks dan multidimensi, pembelajaran biologi memegang peran penting. Model pembelajaran biologi berbasis proyek dapat menjadi salah satu alternatif untuk mengem­bangkan sikap ilmiah dan kesadaran lingkungan di kalangan siswa. Materi pelajaran Biologi dalam pembelajaran berbasis proyek dapat diintegrasikan dengan mata pelajaran lain seperti Bahasa Inggris, Bahasa Indonesia, Matematika, dan IPS. Penugasan siswa untuk mengembangkan proyek-proyek biologi dapat membantu siswa untuk berlatih mengum­pulkan dan menganalisis data, mengidentifikasi variabel, menyelesaikan masalah, dan mengkomunikasikan hasil kerjanya. Melalui kegiatan mengerjakan proyek biologi siswa bahkan dapat berperan merehabilitasi kondisi lingkungan yang terancam rusak. Tentu semua hal tersebut akan dapat berhasil dengan adanya inisiatif, kerja keras, dan kolaborasi antara guru, sekolah, orangtua dan masyarakat.Kata kunci: biologi, proyek, sikap ilmiah, kesadaran lingkungan.Abstract: The development of science, technology and information which grow very rapidly nowadays affect almost all aspects of humans life includes the human’s environment. In order to solve the very complex and multi dimension environment problems, the teaching of biology plays an important role. Project based model of teaching biology can be an alternative to develop the students scientific attitude and their environment awareness.  This model of teaching capable of integrating the subject of biology to other subjects includes English, Indonesian, Mathematics, and Social Science. Student tasks in form of some projects help student to learn by doing through activities of collecting and analyzing data, to identify variables, to solve problems, and to communicate their project results. Furthermore, through project activities, student can involve to rehabilitate the unwanted environmental conditions. Of course, all of those efforts would be useful if there are initiatives, strong efforts, and collaboration between teacher, school staffs, student parents and the communities around the school.Key words: biology, project, scientific attitude, environmental awareness.

scholarly journals Ten years of Educational Robotics in a Primary School

2021 ◽  
pp. 283-289
Author(s):  
Mariantonietta Valzano ◽  
Cinzia Vergine ◽  
Lorenzo Cesaretti ◽  
Laura Screpanti ◽  
David Scaradozzi
Keyword(s):  
Primary School ◽  
Educational Robotics ◽  
Learning Abilities ◽  
Science Technology ◽  
Strong Motivation ◽  
The Subject ◽  
And Mathematics ◽  
Teaching Problem ◽  
And Robotics ◽  
Complete Program

AbstractMany researchers and teachers agree that the inclusion of science, technology, engineering, and mathematics in early education provides strong motivation and greatly improves the speed of learning. Most primary school curricula include a number of concepts that cover science and mathematics, but less effort is placed in teaching problem-solving, computer science, technology and robotics. The use of robotic systems and the introduction of robotics as a curriculum subject educates children in the basics of technology, and gives them additional human and organizational values. This paper presents a new program introduced in an Italian primary school, thanks to a collaboration with National Instruments and Università Politecnica delle Marche. Specifically, the project’s curricular aim was to improve logic, creativity, and the ability to focus, all of which are lacking in today’s generation of students. The subject of robotics will be part of the primary school’s curriculum for all five years. The program has delivered training to the teachers, and a complete program in which children have demonstrated great learning abilities, not only in technology, but also in collaboration and teamwork.

The Math Anxiety-Performance Link

2017 ◽  
Vol 26 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Alana E. Foley ◽  
Julianne B. Herts ◽  
Francesca Borgonovi ◽  
Sonia Guerriero ◽  
Susan C. Levine ◽  
...  
Keyword(s):  
Large Scale ◽  
Math Anxiety ◽  
Math Performance ◽  
Private Organizations ◽  
Science Technology ◽  
Math And Science ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
And Training ◽  
Shed Light

Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance.

scholarly journals STEM Practices: A translational framework for large-scale STEM education design

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Thomas Lowrie ◽  
Simon Leonard ◽  
Robert Fitzgerald
Keyword(s):  
Stem Education ◽  
Large Scale ◽  
Educational Practice ◽  
Early Learning ◽  
Design Based Research ◽  
Science Technology ◽  
Practice Architectures ◽  
Education Design ◽  
Education Agenda ◽  
And Mathematics

Underpinned by the nation-wide Early Learning STEM Australia (ELSA) project, this practice illustration presents a design framework to respond to the challenges of scaling and sustaining a large design-based research project. The framework, known as STEM Practices Framework, is informed by work within the Learning Sciences which suggests that the interplay between project innovation and the wider educational reform priorities are critical to the sustainability and scalability of projects. The ELSA project responded to this by developing processes of developmental evaluation to parallel the design based research of the project. Emerging from that process was a design proposition that the object of the project, and the entire STEM education agenda, is not simply to improve educational practice, but to shift educational purpose. Specifically, the paper argues that STEM Practices represents a qualitative shift in purpose from the content bound traditions of science, technology, engineering and mathematics education towards developing a greater capacity to use practices in diverse STEM contexts. The STEM Practices Framework described here was developed to support educators and developers to implement the project innovations built on this understanding. The framework is in two parts: (1) an adaptation of Kemmis et al.’s (2014) practice architectures approach and the practice architectures that support and constrain those practices. (2) A heuristic for working with STEM practices in large scale implementation.

scholarly journals The Development of Student’s Book Based on STEM (Science Technology Engineering and Mathematics) with LBL (Life Based Learning) Integration on The Subject of Biotechnology in Class XII Senior High School

2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Fatmawati Ningsih ◽  
Suratno Suratno ◽  
Erlia Narulita
Keyword(s):  
High School ◽  
Development Research ◽  
Design Development ◽  
Science Technology ◽  
Student Questionnaire ◽  
The Subject ◽  
Analysis Design ◽  
Addie Model ◽  
And Mathematics ◽  
Value Of Learning

The development of science and technology in the 21st century is increasingly leading to make biotechnology as one of the disciplines that must be mastered by learners. Learners need a good understanding of biotechnology so that the knowledge they have gained can be applied in everyday life and provide the life skills to the students. One of his efforts is the use of student’s book based on the STEM with LBL integration. This research is a development research using ADDIE model consisting of five stages namely analysis, design, development, implementation and evaluation. The value of the validity of the student ‘s book is 92% with a category very valid. The practical value of the student’s book based on student questionnaire is 88,8% and the observation value of learning implementation is 89,5% so that student's book can be used in the learning subject of biotechnology class XII high school in Jember.

scholarly journals Development of Electronic Modules Based on STEM to Train Students' Creativity: Validity and Practicality Analysis

2021 ◽  
Vol 9 (3) ◽  
pp. 335
Author(s):  
Melisa Melisa ◽  
Eko Susilowati ◽  
Dewi Dewantara
Keyword(s):  
Teacher Candidates ◽  
Lesson Plan ◽  
Direct Result ◽  
Public High School ◽  
Face To Face ◽  
Science Technology ◽  
The Subject ◽  
Face To Face Learning ◽  
And Mathematics ◽  
Support Students

The STEM-based electronic module is a systematic presentation of learning materials to support students' independence with an approach in four fields of knowledge: science, technology, engineering, and mathematics. This study aims to describe the feasibility of this STEM-based electronic module to train students' creativity. The specific objectives of this study are to describe: (1) The validity of the STEM-based electronic physics module; and (2) The practicality of the STEM-based physics electronic module. The type of research was ADDIE, with the subject of the trial of 27 students at class X Science-1 in a public high school in Banjarmasin City, South Kalimantan, Indonesia. Data collection was obtained from observations, interviews, questionnaires, and tests. This research was analyzed qualitatively and quantitatively. The research results showed that: (1) the validity of the STEM-based electronic physics module was in a "very good" category, and (2) The practicality based on the implementation of the Lesson plan was categorized as "moderately practical". The existing STEM-based electronic physics modules (Science, Technology, Engineering, and Mathematics) to train students' creativity are still not suitable for learning. So, it can be concluded that the STEM-based physics electronic module is feasible to train students' creativity, and the direct result of this research was that educators could evaluate methods and media that support online learning more effectively for each meeting, and the results of this study can be used as input for teachers and teacher candidates. The next step of this research is to apply methods, learning models that support STEM and sufficient time to train students' creativity which is expected to be applied to face-to-face learning.

scholarly journals The role of ‘Teknikåttan’– a competition aimed at increasing interest in science and technology for grade 8 students.

2017 ◽  
Vol 13 (2) ◽  
pp. 197-217
Author(s):  
Lena Gumaelius ◽  
Tanja Kramer Nymark
Keyword(s):  
Science And Technology ◽  
Interest In Science ◽  
School Year ◽  
Science Technology ◽  
The Subject ◽  
And Mathematics ◽  
Grade 8

Since 1993, Swedish technical universities have engaged 15-year-old students and their teachers in the annual tournament “Teknikåttan” (technology for students in school year eight), which is aimed at increasing students’ interest in STEM (science, technology, engineering and mathematics) subjects, as well as at making them aware of career possibilities within these areas. Given its large number of participating students, Teknikåttan offers a unique opportunity to study students’ understanding of and interest in STEM subjects by analysing the results collected for the participating students. This paper gives a description of the Teknikåttan tournament and presents an analysis of the results from the first round of the 2014 tournament. The data collected came from the answers of students in the Stockholm region. All questions were characterised according to three parameters, which were used to analyse answers to high-score and low-score questions and differences in answers according to gender. The analysis indicates that a difference exists in answers according to gender, such that boys scored higher than girls overall, but that girls scored higher in questions related to the subject of biology. Finally, a possible expansion of the analysis involving future tournaments is discussed.

scholarly journals How to Make the Invisible Women of STEM Visible

2020 ◽  
Vol 73 (3) ◽  
pp. 75
Author(s):  
Maria A. Halili ◽  
Jennifer L. Martin
Keyword(s):  
Career Paths ◽  
Role Models ◽  
Research Career ◽  
Social Barriers ◽  
Science Technology ◽  
Career Option ◽  
The Subject ◽  
And Mathematics ◽  
Personal Accounts ◽  
Australian Academy

Although women make up more than 50% of the population, they have long been an under-represented minority in science, technology, engineering, and mathematics (STEM). In chemistry, for example, only five of a total of 181 Nobel prizes (2.8%) awarded over more than 100 years have been bestowed upon women. Closer to home, Professor Frances Separovic – the subject of this special issue of Aust. J. Chem. – was the first woman chemist elected to the Fellowship of the Australian Academy of Science. That happened very recently, in 2012. At that point in time, the Academy had been electing Fellows for nearly 60 years. The lack of visible female role models and the absence of women in prominent scientific positions may be one reason why girls and young women do not see STEM as a viable career option. After all, if you can’t see it, how can you be it? Here, we present personal accounts of our two quite different research career paths – one starting in 2010 that included a significant career disruption, the other starting 20 years earlier in 1990. We describe the challenges we have faced as women in a testosterone-rich environment, and the circumstances that allowed us to continue. We provide suggestions for addressing systemic, organisational, and social barriers to the progression of women in STEM.

scholarly journals Scrutinising what Open Access Journals Mean for Global Inequalities

2020 ◽  
Vol 36 (4) ◽  
pp. 505-522
Author(s):  
Márton Demeter ◽  
Ronina Istratii
Keyword(s):  
Knowledge Production ◽  
Research Fields ◽  
Science Technology ◽  
Open Access Journals ◽  
Current Article ◽  
Subject Areas ◽  
The Subject ◽  
And Mathematics ◽  
Article Processing Charges ◽  
The Relationship

AbstractIn the current article, we tested our hypothesis by which high-impact journals tend to have higher Article Processing Charges (APCs) by comparing journal IF metrics with the OA publishing fees they charge. Our study engaged with both journals in Science, Technology, Engineering and Mathematics (STEM) fields and the Humanities and Social Sciences (HSS) and included Hybrid, Diamond and No OA journals. The overall findings demonstrate a positive relationship between APCs and journals with high IF for two of the subject areas we examined but not for the third, which could be mediated by the characteristics and market environment of the publishers. We also found significant differences between the analysed research fields in terms of APC policies, as well as differences in the relationship between APCs and the IF across periodicals. The study and analysis conducted reinforces our concerns that Hybrid OA models are likely to perpetuate inequalities in knowledge production.

scholarly journals Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn

2021 ◽  
Vol 13 (9) ◽  
pp. 4961
Author(s):  
Ying Ma
Keyword(s):  
Economic Growth ◽  
Social Science ◽  
Stem Education ◽  
21St Century ◽  
Teacher Educators ◽  
Economic Problem ◽  
Science Technology ◽  
International Attention ◽  
And Mathematics ◽  
Education In China

STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education.

Sign in / Sign up

Export Citation Format

Share Document