Critism of STEM Education

2019 ◽  
Author(s):  
Ḥafṣa Azalea Azra
Keyword(s):  
Data Science ◽  
College Graduates ◽  
The Other ◽  
Real Wages ◽  
Science And Engineering ◽  
Science Technology ◽  
Bachelor's Degrees ◽  
Applied Approach ◽  
And Mathematics ◽  
Slow Growing

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. However, the focus on increasing participation in STEM fields has attracted criticism. First, no one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelor's degrees or higher. Second, most studies report that real wages in many—but not all—science and engineering occupations have been flat or slow-growing, and unemployment as high or higher than in many comparably-skilled occupations. Third, based on the data, science should not be grouped with the other three STEM categories, because, while the other three generally result in high-paying jobs, many sciences, particularly the life sciences, pay below the overall median for recent college graduates. Efforts to remedy the perceived domination of STEM subjects by men of Asian and non-Hispanic European backgrounds has led to intense efforts to diversify the STEM workforce. However, I feel that this practice in higher education, as opposed to a strict meritocracy, causes lower academic standards.

scholarly journals Beyond the “STEM Pipeline”: Expertise, Careers, and Lifelong Learning

Minerva ◽  
2021 ◽  
Author(s):  
John D. Skrentny ◽  
Kevin Lewis
Keyword(s):  
African Americans ◽  
Lifelong Learning ◽  
Stem Education ◽  
National Survey ◽  
College Graduates ◽  
Skills Training ◽  
Forward Movement ◽  
Science And Engineering ◽  
Science Technology ◽  
Stem Pipeline

AbstractStudies of education and careers in science, technology, engineering, and math (STEM) commonly use a pipeline metaphor to conceptualize forward movement and persistence. However, the “STEM pipeline” carries implicit assumptions regarding length (i.e. that it “starts” and “stops” at specific stages in one’s education or career), contents (i.e. that some occupational fields are “in” the pipeline while others are not), and perceived purpose (i.e. that “leakage,” or leaving STEM, constitutes failure). Using the National Survey of College Graduates, we empirically measure each of these dimensions. First, we show that a majority of STEM workers report skills training throughout their careers, suggesting no clear demarcation between education and work. Second, we show that using on-the-job expertise requirements (rather than occupational titles) paints a very different portrait of the STEM workforce—and persistence in it (where substantial attrition remains evident, especially among women and African Americans). Third, we show that STEM-educated workers are well-prepared for but dissatisfied with non-STEM jobs, complicating our understanding of leaving. Collectively, these results recommend expanded conceptions of STEM education and careers and contribute to studies of science and engineering workforce transitions and diversity.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

scholarly journals Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

2021 ◽  
Vol 41 (1) ◽  
pp. 47-63
Author(s):  
Nikola Grafnetterova ◽  
Hilda Cecilia Contreras Aguirre ◽  
Rosa M. Banda
Keyword(s):  
Student Athletes ◽  
College Graduates ◽  
Division I ◽  
Comprehensive Model ◽  
Work Experiences ◽  
Dream Work ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Collaborative Efforts

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.

scholarly journals THE UTILIZATION OF LOOSE PARTS MEDIA IN STEAM LEARNING FOR EARLY CHILDHOOD

2020 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Siti Wahyuningsih ◽  
Adriani Rahma Pudyaningtyas ◽  
Novita Eka Nurjanah ◽  
Nurul Kusuma Dewi ◽  
Ruli Hafidah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Tertiary Education ◽  
Science And Engineering ◽  
Computer Based Learning ◽  
Science Technology ◽  
Computer Based ◽  
And Mathematics ◽  
The Times ◽  
Media Learning ◽  
Loose Parts

STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) has begun to be developed a lot recently. This learning is considered able to answer the challenges of the times to be able to develop learning in the 21st century. STEAM is not only developed for secondary to tertiary education but is also developed for learning in early childhood. The challenges for developing STEAM-based learning are not small. The teacher considers that to provide learning about technology, for example, one must use sophisticated computer-based learning media, so it requires expensive costs. Also, science and engineering learning has not been developed much in kindergarten (TK) learning because it is considered a difficult concept to understand and requires high costs for the learning media. Learning media for early childhood is diverse and does not have to all buy new materials at a high cost. Likewise with learning media that can be used to develop STEAM-based learning. Teachers can make use of items or materials that are easily available, such as rocks, tree branches, seeds, used bottle caps, dry leaves, clothespins, etc. These removable materials are called loose parts. Loose parts are loose objects that can be moved, manipulated, and how to use them is determined by the child. These removable materials as learning media can make children think creatively and imaginatively. Loose parts can also be used as media in STEAM learning.

scholarly journals Impact of International Coauthorships to A Young Malaysian University Specializing in Science, Technology, Engineering and Mathematics (STEM)

2019 ◽  
Vol 39 (5) ◽  
pp. 238-243
Author(s):  
Cheng Yee Ng ◽  
Zahiraniza Mustaffa ◽  
Kurian V John
Keyword(s):  
Teaching And Learning ◽  
Citation Count ◽  
Global Dimension ◽  
Faculty Members ◽  
The Other ◽  
Research Article ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
The Impact

Internationalization is defined as a process of integrating an international, intercultural, or global dimension into the teaching and learning of education.  International co-authorship in research article is one of the means of collaboration towards internationalization.  This paper investigates the impact of international co-authorship in the field of Science, Technology, Engineering and Mathematics (STEM) for a specialised young university (<50 years old).  The study focused on approximately 9450 articles and the citations ranging from 2012-2017.  The impact due to annual article publication, annual citation count, most cited article, annual citation per article and the correlation between the publication and citation were analysed. The finding shows that faculty members of the university have been collaborated with authors from 86 countries since 1997, which dominated by Asian institutions.  Amongst, top 30 countries with highest international co-authored publications were identified, which led by Pakistan, Saudi Arabia, India, United Kingdom and Japan.  Further in detail, annual citation per article (Cpp) showed that collaborations with European countries e.g. Spain, Netherlands, and Hungry, resulting greater mean Cpp.  On the other hand, the analysis on the cumulative citation trend illustrated that the citation count is proportional to the number of articles.  This study evinced that international co-authorship does show positive impacts to a STEM specialised young university. 

scholarly journals Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

2021 ◽  
pp. 074108832098479
Author(s):  
Raffaella Negretti
Keyword(s):  
Doctoral Students ◽  
Course Completion ◽  
Rhetorical Strategies ◽  
Science And Engineering ◽  
Science Technology ◽  
Writing Course ◽  
Metacognitive Intervention ◽  
And Mathematics ◽  
And Control ◽  
Dynamic Interplay

What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic interplay of genre knowledge and metacognition in learning to write for research. 24 doctoral students in STEM (science, technology, engineering, and mathematics) were recruited from subsequent runs of a genre-based writing course and were interviewed within a 2-year period when they submitted an article for publication, 3 to 11 months after course completion. Over time and across disciplines, doctoral students’ metacognition converges on four main themes: genre analysis as a “tool” to read and write, audience and the readers’ mind, rhetorical strategies, and the writing process. Furthermore, these themes are extensively combined in the students’ thinking, confirming conceptualizations of expertise as an integration of knowledge types. Metacognition of these themes invoked increased perceived confidence and control over writing, suggesting key areas where metacognitive intervention may be promising.

Project ESTEEM

1999 ◽  
Vol 92 (2) ◽  
pp. 180
Keyword(s):  
Eighth Graders ◽  
Science And Engineering ◽  
Regional Center ◽  
Science Technology ◽  
Miami University ◽  
National Science ◽  
University Of Cincinnati ◽  
And Mathematics ◽  
The University

ESTEEM (Exploration of Science, Technology, Engineering, and Mathematics) is a one-weeklong day camp offered at Miami University, in Oxford, Ohio, in partnership with Miami University and the Minorities in Mathematics, Science, and Engineering (M2SE) program. M2SE, which is associated with the University of Cincinnati, was originally funded as part of a National Science Foundation's Comprehensive Regional Center for Minorities program. Project ESTEEM builds on academicyear M2SE program activities by providing rising seventh- and eighth-graders with a summer opportunity to explore science, technology, engineering, and mathematics.

Physics Career Education Day: Design, Implementation, and Assessment

2018 ◽  
Vol 19 (3) ◽  
pp. 266-279 ◽  
Author(s):  
Liang Zeng ◽  
Ruben Ortega ◽  
John Faust ◽  
Oscar Guerrero
Keyword(s):  
Career Education ◽  
College Graduates ◽  
Rio Grande Valley ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
University Of Texas ◽  
Science Technology ◽  
And Mathematics ◽  
The University

The nation faces critical shortages of Hispanic science, technology, engineering, and mathematics (STEM) college graduates—especially in physics. To address youth lack of awareness about physics careers, physics educators at the University of Texas Rio Grande Valley implemented a strategic intervention anchored in Modern Expectancy-Value Theory, Physics Career Education Day, in collaboration with two local school districts. Presurvey and postsurvey results have shown that this intervention significantly increased student awareness and interest in physics careers.

scholarly journals Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills

2018 ◽  
Vol 17 (4) ◽  
pp. ar54 ◽  
Author(s):  
Kari L. Nelson ◽  
Claudia M. Rauter ◽  
Christine E. Cutucache
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
College Graduates ◽  
Intervention Group ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Academic Year

The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.

scholarly journals Infusing 21st Century Skill Development into the Undergraduate Curriculum: The Formation of the iBEARS Network

2021 ◽  
Author(s):  
Alex T. St. Louis ◽  
Penny Thompson ◽  
Tracey N. Sulak ◽  
Marty L. Harvill ◽  
Michael E. Moore
Keyword(s):  
21St Century ◽  
College Graduates ◽  
College Education ◽  
Undergraduate Curriculum ◽  
Skilled Workers ◽  
Problem Solving Skills ◽  
Gainful Employment ◽  
Science Technology ◽  
Highly Skilled ◽  
And Mathematics

The demonstrated gap between skills needed and skills learned within a college education places both undergraduates seeking gainful employment and the employers seeking highly skilled workers at a disadvantage. Recent and up-and-coming college graduates should possess 21st century skills (i.e., communication, collaboration, problem solving), skills that employers deem necessary for the workplace. Research shows that the development of this skillset can help narrow the gap in producing highly skilled graduates for the science, technology, engineering, and mathematics (STEM) workforce.

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