scholarly journals MAKING STEM EDUCATION ATTRACTIVE FOR YOUNG PEOPLE BY PRESENTING KEY SCIENTIFIC CHALLENGES AND THEIR IMPACT ON OUR LIFE AND CAREER PERSPECTIVES

2017 ◽  
Author(s):  
Mirosław Brzozowy ◽  
Katarzyna Hołownicka ◽  
Jacek Bzdak ◽  
Pietro Tornese ◽  
Francisco Lupiañez-Villanueva ◽  
...  
Keyword(s):  
Young People ◽  
Stem Education

scholarly journals Going beyond the one-off: How can STEM engagement programmes with young people have real lasting impact?

2021 ◽  
Author(s):  
Martin Archer ◽  
Jennifer DeWitt ◽  
Carol Davenport ◽  
Olivia Keenan ◽  
Lorraine Coghill ◽  
...  
Keyword(s):  
Young People ◽  
Stem Education ◽  
Public Engagement ◽  
Theory Of Change ◽  
Positive Outcomes ◽  
Major Focus ◽  
Short Series ◽  
The One ◽  
Stem Engagement ◽  
Learning Ecologies

<p>A major focus in the STEM public engagement sector concerns engaging with young people, typically through schools. The aims of these interventions are often to positively affect students’ aspirations towards continuing STEM education and ultimately into STEM-related careers. Most schools engagement activities take the form of short one-off interventions that, while able to achieve positive outcomes, are limited in the extent to which they can have lasting impacts on aspirations. We review various different emerging programmes of repeated interventions with young people, assessing what impacts can realistically be expected. Short series of interventions appear also to suffer some limitations in the types of impacts achievable. However, deeper programmes that interact with both young people and those that influence them over significant periods of time (months to years) seem to be more effective in influencing aspirations. We discuss how developing a Theory of Change and considering young people’s wider learning ecologies are required in enabling lasting impacts in a range of areas.</p>

scholarly journals Considering Young People’s Dislocation From STEM Education: Looking Beyond the Narrow Focus of Teaching and Learning Practice Within School

2021 ◽  
Vol 6 ◽  
Author(s):  
Sharon Fraser ◽  
Nicoli Barnes ◽  
Sue Kilpatrick ◽  
John Guenther ◽  
Georgie Nutton
Keyword(s):  
Student Engagement ◽  
Young People ◽  
Stem Education ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Stem Learning ◽  
Children And Young People ◽  
Post Secondary ◽  
Methodological Considerations ◽  
Rural Work

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – the Place-based STEM- alignment Framework for the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of the Place-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.

scholarly journals A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers

2020 ◽  
Author(s):  
Carol Davenport ◽  
Opeyemi Dele-Ajayi ◽  
Itoro Emembolu ◽  
Richard Morton ◽  
Annie Padwick ◽  
...  
Keyword(s):  
Young People ◽  
Case Studies ◽  
Stem Education ◽  
Public Engagement ◽  
Theory Of Change ◽  
Stem Careers ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Science Technology ◽  
Significant Change

AbstractThere is concern about the low numbers and diversity of young people choosing careers and study subjects in science, technology, engineering and maths (STEM) at university and beyond. Many interventions aimed at addressing this issue have focused on young people aged 14+ years old. However, these interventions have resulted in little improvement in the numbers and diversity of young people progressing into STEM careers. The aim of this study is to ask “What are the affordances of a Theory of Change (ToC) for increasing the diversity and number of young people choosing a career in STEM post-18?” An innovative ToC is introduced which provides the theoretical underpinnings and context for the complex mix of interventions necessary to lead to a significant change in the number and diversity of those choosing STEM careers. Case studies of interventions developed using the ToC are presented. This approach, and associated ToC, is widely applicable across STEM, education and public engagement fields.

scholarly journals STEM PROJECT IN THE SYSTEM OF STUDENT YOUTH PROFESSIONAL ORIENTATION

2020 ◽  
pp. 3-9
Author(s):  
O.O. Patrуkeeva ◽  
S.L. Gorbenko ◽  
O.V. Lozova
Keyword(s):  
Young People ◽  
Stem Education ◽  
Career Guidance ◽  
Problem Formulation ◽  
Self Determination ◽  
Educational Institutions ◽  
Professional Orientation ◽  
Collective Work ◽  
Research Activities

The article contains theoretical and methodological principles of research results, which is related to the problem of a professional orientation of student youth in connection with the introduction of STEM-education in educational institutions. Studying the essence of the problem and finding possible ways to solve it helped to clarify the features of STEM-projects, the principles of their application, the algorithm of actions of teachers and students, the formation of STEM-literacy. The purpose of professional orientation is self-determination of the individual, a conscious choice of profession, which allows a person to become a highly qualified specialist. Accordingly, the introduction of STEM-education in educational institutions will promote the self-determination of young people, as the purpose of STEM-education is to form and developmental, cognitive and creative qualities of young people that determine their competitiveness in the labor market. The principles of STEM-project construction are as follows: integrity is the association and interaction of educational and research activities of students; continuity is the process of long-term vocational education. A feature of the project STEM-activity is the collective work of student youth. Diversification of educational projects allows to involve students with different abilities. Educational and research activities of students unfold in the following sequence; study of the problem; formulation of hypotheses; planning of educational actions; data collection (facts, observations, evidence); analysis and synthesis of collected data; construction of conclusions and generalizations, protection of STEM-project. Thus, the implementation of STEM-projects in educational institutions will contribute to the effective solution of problems and tasks of career guidance work.

scholarly journals STEM Education

2021 ◽  
Vol 16 (6) ◽  
pp. 1-11
Author(s):  
Aleksei Avdeenko ◽  
Fairuza Sabirova ◽  
Svetlana Konyushenko
Keyword(s):  
Comparative Analysis ◽  
Young People ◽  
Stem Education ◽  
System Analysis ◽  
Public Institutions ◽  
Current Status ◽  
Stem Careers ◽  
Education Programs ◽  
American System ◽  
The Russian Federation

The purpose of the study is to analyze the key challenges in the implementation of STEM education in Russia and the largest economies in terms of employment promotion and increasing students’ competitiveness. The research is based on the system analysis aimed at assessing the current status of STEM education in Russia and highlighting its key problems, and the comparative analysis is focused on comparing the approaches to STEM education implementation in Russia and other countries. It has been shown that STEM approach is being most actively implemented in the American system of education, which attracts young people to STEM careers through state and non-formal STEM education programs. The research describes a scheme of cooperation and partnership between stakeholders and the federal coordinating body of the Russian Federation providing support for the STEM education and aimed at the interaction between state and public institutions.

Developing theory-based risk-reduction interventions for HIV-positive young people with haemophilia

Haemophilia ◽  
2001 ◽  
Vol 7 (1) ◽  
pp. 64-71 ◽  
Author(s):  
J. R. Schultz ◽  
R. B. Butler ◽  
L. Mckernan ◽  
R. Boelsen ◽  
Keyword(s):  
Young People ◽  
Risk Reduction ◽  
Hiv Positive

Young People, Comics and Reading

2019 ◽  
Author(s):  
Lucia Cedeira Serantes
Keyword(s):  
Young People

Deaf Young People and their Families

1995 ◽  
Author(s):  
Susan Gregory ◽  
Juliet Bishop ◽  
Lesley Sheldon
Keyword(s):  
Young People

Social representations of human rights violations: Further evidence

2001 ◽  
Vol 60 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Alain Clémence ◽  
Thierry Devos ◽  
Willem Doise
Keyword(s):  
Cluster Analysis ◽  
Human Rights ◽  
Costa Rica ◽  
Young People ◽  
Social Representations ◽  
Social Reality ◽  
Questionnaire Study ◽  
Human Rights Violations ◽  
High Tolerance ◽  
Individual Actions

Social representations of human rights violations were investigated in a questionnaire study conducted in five countries (Costa Rica, France, Italy, Romania, and Switzerland) (N = 1239 young people). We were able to show that respondents organize their understanding of human rights violations in similar ways across nations. At the same time, systematic variations characterized opinions about human rights violations, and the structure of these variations was similar across national contexts. Differences in definitions of human rights violations were identified by a cluster analysis. A broader definition was related to critical attitudes toward governmental and institutional abuses of power, whereas a more restricted definition was rooted in a fatalistic conception of social reality, approval of social regulations, and greater tolerance for institutional infringements of privacy. An atypical definition was anchored either in a strong rejection of social regulations or in a strong condemnation of immoral individual actions linked with a high tolerance for governmental interference. These findings support the idea that contrasting definitions of human rights coexist and that these definitions are underpinned by a set of beliefs regarding the relationships between individuals and institutions.

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