scholarly journals STEM EDUCATION IN THE CONTEXT OF FUTURE PEDAGOGICAL STAFF TRAINING

2021 ◽  
Vol 1 (2) ◽  
pp. 67-74
Author(s):  
NADIIA BALYK ◽  
GALYNA SHMYGER
Keyword(s):  
Education Reform ◽  
Educational Policy ◽  
Stem Education ◽  
Staff Training ◽  
Stem Learning ◽  
Classical Education ◽  
Professional Programs ◽  
Advanced Technologies ◽  
Mathematical Sciences ◽  
Reform Model

STEM education is one of the important directions of educational reform of the XXI century. The article focuses on modern initiatives that are made in the field of STEM learning and require the development of a model of education reform that responds modern needs of society. It is noted that the proposed educational scenario confirms the hypothesis underlying this study, namely, the need to reform the existing model of educational staff training in the direction from classical education to innovative STEM education. It is substantiated that the issues of STEM education are not only issues and problems in the field of natural and mathematical sciences, engineering, advanced technologies, but also, first of all, educational policy, methodology, management and organization of activities. It is confirmed that STEM education is best implemented through a combination of its different levels: formal, non-formal, informal. The article proposes mechanisms of reforming pedagogical education for the introduction of STEM education at the Pedagogical University with aim of the training of educators of the new formation and the main components of this model. The model of pedagogical staff training includes: creation of scientific and research STEM centre, educational policy (conceptual and methodological developments of education reform model in STEM direction), increase of communication intensity on STEM education topic, promotion of STEM education ideas among the general public, increase of educators’ qualifications and practitioners involved in education. A study was conducted to test this model in practice during 2016-2020. STEM-education in Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) was implemented taking into account the updating of the content of educational and professional programs in accordance with the requirements of the labour market, personal approach, formation of competencies and skills in the field of advanced technologies. It is established that the main indicators of the results of STEM education implementation at the university are: active participation of pupils, students, teachers in various forms of STEM training in the STEM centre of the Faculty of Physics and Mathematics of TNPU, growing interest in STEM projects and STEM practices with help of excursions, competitions, festivals, science picnics.

What Is STEM Education

2021 ◽  
Vol 9 (3) ◽  
pp. 19-29
Author(s):  
Daniela Kozhuharova ◽  
Mariya Zhelyazkova
Keyword(s):  
Stem Education ◽  
Stem Learning

The article discusses the essence of STEM learning – its occurrence, definitions and skills that it develops in students. Based on a survey among Bulgarian teachers, an analysis of their knowledge and understanding of the occurrence and applicability of STEM training in the Bulgarian school was made.

scholarly journals Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Yan Dong ◽  
Jing Wang ◽  
Yunying Yang ◽  
Premnadh M. Kurup
Keyword(s):  
Knowledge Base ◽  
Stem Education ◽  
Structural Equation ◽  
Mathematical Problem ◽  
Equation Model ◽  
Chinese Society ◽  
Stem Learning ◽  
Chinese Teachers ◽  
Teachers Beliefs ◽  
K 12

Abstract Background China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the interdisciplinary nature of the STEM curriculum and the current typical school structure. The success of the STEM programs depends on teachers’ beliefs and their knowledge in adapting to instructional implementation of STEM concepts. Results The data (n = 216) was collected from STEM primary and secondary teachers from 25 provinces in mainland China. Exploratory factor analysis (EFA) was applied, and Pearson’s correlation analysis was used to examine the correlation between Chinese STEM teachers’ beliefs, knowledge, implementation, and the intrinsic challenges of STEM education; t tests and analysis of variance (ANOVA) were performed to ascertain whether there were differences. The structural equation model (SEM) was applied to identify interrelationships. The results indicated that Chinese STEM teachers encounter higher-level intrinsic challenges to instructional implementations based on their beliefs and knowledge. Teachers who utilize their experience of teaching science as their main discipline and then attempt to integrate STEM using mathematics and engineering are likely to encounter higher-level intrinsic challenges in implementation. Conclusion The intrinsic challenges perceived by Chinese teachers in the practice of STEM education can be predicted by their beliefs and knowledge base. Teachers who understand the nature and pedagogy of STEM education are more likely to encounter lower-level intrinsic challenges of STEM teaching, while teachers who utilize their main discipline when conducting integrated STEM learning activities through modeling based on science, technology, engineering, and mathematical problem situations are more likely to encounter higher-level intrinsic challenges. This study also reveals that there are some significant differences in the level of STEM teachers’ beliefs, knowledge base, instructional practice, and their intrinsic challenges based on their teaching grade, seniority, and experience of STEM training and teaching.

An analysis of Australian STEM education strategies

2018 ◽  
Vol 17 (2) ◽  
pp. 122-139 ◽  
Author(s):  
Steve Murphy ◽  
Amy MacDonald ◽  
Lena Danaia ◽  
Cen Wang
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Career Pathways ◽  
Learning Trajectories ◽  
Stem Learning ◽  
Equity Issues ◽  
Australian State ◽  
Education Strategy ◽  
The Individual ◽  
Stem Dispositions

In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

scholarly journals Studies of impact of specialized STEM training on choice further education

2020 ◽  
Vol 75 ◽  
pp. 04014 ◽  
Author(s):  
Viacheslav Osadchyi ◽  
Nataliia Valko ◽  
Liudmyla Kuzmich ◽  
Nataliya Abdullaeva
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Essential Element ◽  
Education Institution ◽  
Further Education ◽  
Self Determination ◽  
Stem Learning ◽  
Motivation For Learning ◽  
Conscious Choice ◽  
Professional Self

The specialized training influence to the choice of further direction of study is considered in the work. The assumption that early involvement of students in the study of natural and mathematical disciplines, in particular mathematics is given. It will stimulate young people to get STEM education in future. The essential element in future professional choice, development and formation is the issue of motivation for learning. It is important that modern students are gradually losing their incentive to study. Almost a third of those who choose the appropriate study profile have contradictions between professional self-determination and the availability of the necessary knowledge for the profession, between choosing a higher education institution and being able to enter in it. The contradiction requires purposeful formation of a conscious choice of future activities. The conducted research has shown that the basis of the motivational component of the choice of STEM-learning is studying of natural and mathematical disciplines by modern teaching technologies and organizing of additional lessons system based on the projected teaching methods. It satisfies the growing needs for intelligence, knowledge, motivational beliefs to understand the specifics of the future profession.

scholarly journals Best IASL Conference 2017 Paper: Preparing Teacher Librarians to Support STEM Education

2017 ◽  
pp. 1-11
Author(s):  
Melissa P. Johnston
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
The United States ◽  
Stem Learning ◽  
Post Secondary ◽  
Integration Of Technology ◽  
And Mathematics ◽  
Teacher Librarians ◽  
New Generation ◽  
Pre Service Teacher

A current focus in schools in the United States is STEM education, which prepares students for successful employment and post-secondary studies that require unique and more-technically advanced skills through teaching and learning in the areas of science, technology, engineering, and mathematics (STEM). This approach is grounded in problem solving, discovery, and exploratory learning, which requires students to actively engage in a situation in order to find its solution. Students engage in STEM learning in many different ways, with technology and digital resources playing an important role. The prominence of technology in STEM education provides leadership opportunities for teacher librarians. Yet, teacher librarians must be prepared to lead in the integration of technology to support STEM education. This report presents identified needs of teacher librarians in regards to supporting STEM education and discusses implications for better preparing pre-service teacher librarians to lead in order to address the needs of a new generation of learners.

scholarly journals Building Sustainable Civic Capacity in Urban Education Reform: Actors, Perceptions, and Recommendations for Inclusive Public Policy

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Urban Education ◽  
Public Policy ◽  
Civic Engagement ◽  
Education Reform ◽  
Educational Policy ◽  
Urban Areas ◽  
Policy Development ◽  
Civic Capacity ◽  
Education Change ◽  
Urban Education Reform

The research and literature focusing on education change, policy development, and community engagement have indicated clearly that forming a broad coalition within urban education reform through greater civic engagement can create sustainable education change, help to develop inclusive education policy, and lead to greater accountability, transparency, equity, and efficacy in delivering 21st-century education to all students. However, the actors, barriers, and opportunities related to developing inclusive educational policy and greater civic capacity in urban education reform have been under-examined in the literature around public policy and civic engagement. Drawing from quantitative and qualitative data collected in a concurrent triangulation mixed-methods study, this article examines the perceptions and relationships of various actors in urban education reform in Chicago, Illinois, and Milwaukee, Wisconsin, and offers a deeper understanding of the barriers to and opportunities for fostering greater civic capacity and engagement in urban education reform, and developing inclusive educational policy. The study findings suggest strongly that sustained civic capacity and engagement in urban education change efforts allow for systematic improvements in educational development and innovation. Moreover, the results indicated that structural openness to new actors, stakeholders, and the reconceptualization of education as a worthy good can lead to enhanced educational quality, equity, and inclusion, particularly in urban areas. The authors also present further discussion about and policy recommendations for increased civic engagement in urban school reform efforts.

scholarly journals Residency Education Reform Program in Department of Anesthesiology and Critical Care: An Academic Reform Model

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Ali Dabbagh ◽  
Roghayeh Gandomkar ◽  
Behrooz Farzanegan ◽  
Alireza Jaffari ◽  
Nilofar Massoudi ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Care ◽  
Education Reform ◽  
Academic Reform ◽  
Research Activities ◽  
Reform Program ◽  
Reform Plan ◽  
Medical Education Reform ◽  
Reform Model ◽  
The Impact

Background: Reform in medical education is a basic process in every academic department, especially in residency programs. Objectives: This study was designed to assess the indices of education and research as part of the Medical Education Reform program (MERP) in the Department of Anesthesiology and Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU) for four years. Methods: MERP in DACC, SBMU was designed and implemented as a modern academic reform model; different outcome measures in education and research were assessed to demonstrate the effects of the reform plan in academic improvements. Results: there were significant improvements regarding education indices (i.e., teaching methods, passing comprehensive exams, mentorship, assessment methods, faculty development, professionalism in medical education, integration in education, and crisis management) and research indices (targeted research activities, innovation in research approaches, increasing the impact of research). Conclusions: Based on the experiences of DACC, SBMU regarding clinical anesthesiology residency, reform could be achieved using painstaking plans and continuous efforts with tangible documented outcomes. Often, the management period is not durable, and these reforms require meticulous care to sustain.

scholarly journals STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives

2021 ◽  
Vol 2 (1) ◽  
pp. 7-16
Author(s):  
Anna Permanasari ◽  
Bibin Rubini ◽  
Oktian Fajar Nugroho
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Training And Development ◽  
Stem Learning ◽  
Lesson Analysis ◽  
Teachers And Students ◽  
Points Of View ◽  
Level Of Understanding ◽  
Teachers Training ◽  
Survey Approach

STEM education in indonesia has become a commitment for all of stakeholders in the field of science education in the last several years. All education participants agree to increase the popularity of STEM education in various parties, especially teachers and students. The research has been conducted to see to what extent science teachers in the secondary school interpret and understand STEM education and how Students pertain toward STEM learning. The research was conducted with a descriptive method using a survey approach. A set of questionnaire which comprises open-ended and closed-ended questions about teachers’ and students’ perceptions and understanding regarding STEM education were developed and applied. Responses from science teachers as well as students were then analysed through interpretative methods in which the participants’ own meanings and points of view were sought. The result indicated that STEM education is quite well understood by science teachers. Most of teachers show the same level of understanding toward STEM Education. Unfortunately, not many teachers have applied the STEM approach for science learning in the classroom. This is led to the weak understanding of STEM learning in students’side. Most of students did not familiar with “STEM learning” term. Based on the research, it is reccomended that the science teachers’ training and development should be reorientated and implemented through lesson analysis with various best practices on STEM learning systematically and continually.

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