scholarly journals Enhancing Science Achievement Utilising an Integrated STEM Approach

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 181-205
Author(s):  
Rohaida Mohd Saat ◽  
Akawo Angwal Yaki ◽  
Renuka V. Sathasivam ◽  
Hutkemri Zulnaidi
Keyword(s):  
Achievement Gap ◽  
Stem Education ◽  
Science Achievement ◽  
Research Question ◽  
Instructional Approach ◽  
Integrated Science ◽  
Academic Abilities ◽  
Science Technology ◽  
And Mathematics ◽  
Experimental Group

Purpose – The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students’ science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low-ability students’ interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students’ science achievement and how this approach affects students with different academic abilities. Methodology – The research adopted a 2x3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a fivephased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings – Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students’ academic abilities, that is, students’ academic abilities and the instructional approach did not interact to enhance students’ achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance – Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools.

scholarly journals Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

2021 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Cennet GÖLOĞLU DEMİR ◽  
Nagihan TANIK ÖNAL ◽  
Nezih ÖNAL
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Stem Education ◽  
Science Achievement ◽  
Career Planning ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
And Mathematics

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school sixth, seventh and eighth grade students. The data of the current study were collected by using a STEM-oriented attitude scale. In order to analyse the collected data, independent samples t-test, one-way variance analysis and stepwise multiple regression analysis were used. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in the attitudes towards STEM, to increase STEM activities in upper grades and for career planning.

scholarly journals A proposed program in light of the requirements of the Integrated Science Approach (STEM) to develop the professional and academic performance of secondary school science and mathematics teachers

2021 ◽  
Vol 4 (2) ◽  
pp. 195-288
Author(s):  
Mansour El seidy ◽  
◽  
Iman Alazab ◽  
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Professional Performance ◽  
Integrated Science ◽  
Science Technology ◽  
And Mathematics ◽  
Science And Mathematics Teachers

The current study aimed to identify the effectiveness of a proposed program to develop the professional and academic performance of science and mathematics teachers in the light of the entrance to the integration between science, technology, engineering and mathematics (STEM), by preparing a list of requirements for building a proposed program for science and mathematics teachers in the light of STEM education, and from Then building the proposed program based on these requirements, and the researchers used the descriptive analytical approach to describe and analyze research and studies related to the study problem and prepare the proposed concept for the training program, and the study reached a list of professional and academic development requirements for science and mathematics teachers in the light of (STEM) divided into four main axes In light of these requirements, a proposed conceptualization of the program was built, and the program was implemented through a note card to know its effectiveness, and the study found that there are statistically significant differences at the level of (0.01≥ α) between the average scores of science and mathematics teachers in the post and pre-implementation applications of the professional performance note card And the academic of the study sample group in favor of the post application.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

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