The

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Training Program ◽  
Lesson Study ◽  
Training Group ◽  
Stem Learning ◽  
Science Technology ◽  
The Government ◽  
And Mathematics ◽  
The Many ◽  
Stem Teaching ◽  
Better Than

This study aims to explore the readiness of teachers in implementing STEM learning. This was motivated by the fact that schools need to provide teachers who are able to develop learning based on Science, Technology, Engineering and Mathematics (STEM). The research method used was descriptive qualitative research involving each of the 16 teachers in the Lesson Study (LS) and STEM training program. This study shows that there are similarities and differences between each group with the factors that influence it. In the aspect of relevance, it was found that the two groups belonged to the very prepared category. The self-efficacy aspect of the STEM training program is better than LS. Whereas in the aspect of anxiety LS is more prepared than the STEM Training group. This is influenced by the fact that the two groups are actively involved in influencing their views on STEM teaching, the STEM training program gets more collaborative learning training and knows the many obstacles in the process of implementing learning. Based on these findings, the government should be supported in improving the teacher’s ability by using STEM learning.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

2016 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Conceptual Framework ◽  
Race And Ethnicity ◽  
Minority Women ◽  
Women In Science ◽  
Review Of The Literature ◽  
Physical Sciences ◽  
Science Technology ◽  
Research Questions ◽  
And Mathematics ◽  
The Many

<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

scholarly journals Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning

2018 ◽  
Vol 17 (4) ◽  
pp. ar61 ◽  
Author(s):  
Sharotka M. Simon ◽  
Helen Meldrum ◽  
Eric Ndung’u ◽  
Fred D. Ledley
Keyword(s):  
Text Analysis ◽  
Business Practice ◽  
Business Practices ◽  
Stem Learning ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Textbooks ◽  
Science Technology ◽  
And Mathematics ◽  
Missed Opportunity

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

News&Views: National Lab Day promotes STEM

2010 ◽  
Vol 17 (4) ◽  
pp. 204-205
Author(s):  
Andrea Christie
Keyword(s):  
President Obama ◽  
Science Technology ◽  
Stem Disciplines ◽  
And Mathematics ◽  
Stem Teaching

A year ago this month, President Obama announced the “Educate to Innovate” program to promote science, technology, engineering, and mathematics (STEM) teaching and education. National Lab Day is part of the president's program. Although May 12, 2010, marked the first National Lab “Day,” it is not actually a one-day event, but a yearlong initiative aimed at improving inquiry-based experiences for students in STEM disciplines.

Using Community Events to Enliven STEM Education

2017 ◽  
Vol 23 (6) ◽  
pp. 376-379
Author(s):  
Michelle Daml
Keyword(s):  
Stem Education ◽  
Local Community ◽  
Student Interest ◽  
Science Technology ◽  
And Mathematics ◽  
The Many ◽  
Mathematics Department

This article explores the many ways in which teachers can easily use STEM topics to incorporate local community events into their lessons. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

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