scholarly journals Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?

2021 ◽  
Vol 6 ◽  
Author(s):  
Thomas Delahunty ◽  
Mark Prendergast ◽  
Máire Ní Ríordáin
Keyword(s):  
Stem Education ◽  
Early Years ◽  
Structured Interviews ◽  
Integrated Stem ◽  
Irish Context ◽  
Postgraduate Studies ◽  
And Mathematics ◽  
Curricular Model ◽  
The Individual ◽  
Teachers Perspectives

Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary settings. The available international literature cites many concerns with potential barriers and failures to achieve authentic integration of the various STEM disciplines in educational contexts. An important determinant of the success of integrated STEM curricula are the backgrounds and attitudes of the individual teachers, as well as supports/experiences in designing and implementing an integrated curricular approach. In the Irish context, this is often in conflict with prescribed overloaded curricula and a subject focussed education system. Therefore, research is required into primary school teachers’ perspectives on achieving a truly integrated model of STEM education, particularly in the Irish context. This study employed a qualitative approach using semi-structured interviews with a sample of practicing teachers (N = 6) to gather perspectives on the potential and challenge of integrating STEM in their respective experiences. These teachers were enrolled in a practice orientated module on STEM education as part of their postgraduate studies. The data gathered was analysed to ascertain these teachers’ perspectives on the supports needed to overcome the challenges of integrating STEM subjects within their professional settings. Essentially, the findings of this study will discuss whether such an integrated STEM model is an authentic or utopian ideology.

scholarly journals STEM Practice in the Early Years

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
Mixed Methods ◽  
Everyday Life ◽  
Stem Education ◽  
Early Years ◽  
Stem Learning ◽  
Mixed Methods Approach ◽  
Research Results ◽  
Pilot Survey ◽  
Integrated Stem ◽  
And Mathematics

In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children’s STEM experiences enhance their self-belief in their ability to learn STEM, and these early years’ opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children’s play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

scholarly journals A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

2021 ◽  
Vol 6 (1) ◽  
pp. 242-264
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Secondary Schools ◽  
Needs Assessment ◽  
Stem Education ◽  
Secondary Level ◽  
Learning Approach ◽  
Integrated Stem ◽  
Science Technology ◽  
And Mathematics ◽  
Lower Secondary Schools

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.   Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria.   31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.   Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.   Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.   Keywords: STEM education, needs assessment, case study, gap, interventions   Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

scholarly journals STEM EDUCATION FOR SUSTAINABILITY OF EARLY CHILDHOOD IN CHINA

2019 ◽  
Author(s):  
Wenxiao Zhao
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Picture Books ◽  
Mobile Apps ◽  
Video Camera ◽  
Mobile App ◽  
Early Years ◽  
Education For Sustainability ◽  
Language Background ◽  
And Mathematics

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

scholarly journals Assessing Preschool Teachers’ Challenges and Needs for Creativity in STEM Education

2021 ◽  
Vol 17 (3) ◽  
pp. 99
Author(s):  
Muhammad Syawal Amran ◽  
Kamariah Abu Bakar ◽  
Shahlan Surat ◽  
Siti Nur Diyana Mahmud ◽  
Amirul Anwar Bin Mohd Shafie
Keyword(s):  
Content Knowledge ◽  
Stem Education ◽  
Professional Training ◽  
Preschool Teachers ◽  
Qualitative Content Analysis ◽  
Structured Interviews ◽  
School Teachers ◽  
Science Technology ◽  
Specific Support ◽  
And Mathematics

Abstract: Creativity in teaching is important in order to ensure children are engaged in learning Science, Technology, Engineering and Mathematics (STEM). However, previous research has claimed creativity in learning STEM for children is not adequately supported by teacher in classroom due to the lack of preparation, content knowledge and skills. This study aims to assess the needs and challenges of promoting creativity in STEM education. In this study, preschool teachers (n= 22) were interviewed as they are the key informants who are involved in STEM education. The semi-structured interviews were analysed using qualitative content analysis and were qualitatively coded. Results illustrate that there are several distinctive themes identified as described by the participants when discussing the needs and challenges of implementing integrated creativity skill in STEM education as well as the support that would be most helpful in overcoming them. The results highlighted a huge gap between creativity knowledge and the implementation of creativity in STEM education. Participants also provided specific support needed to integrate creativity in STEM education. Preliminary findings suggest that many teachers are interested in integrating creativity skills in STEM education. This research sheds light on the needs and challenges for professional pre-school teachers by providing them pedagogical module as well as professional training to promote creativity in teaching STEM   Keywords: Creativity Skills, Needs and Challenges, STEM

An Integrated STEM Professional Development Initiative for Connecting Environmental Education Across Middle and Secondary Mathematics

2021 ◽  
pp. 137-170
Author(s):  
Kimberly Gardner ◽  
Roneisha W. Worthy ◽  
David Glassmeyer
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Teaching Practices ◽  
Secondary Mathematics ◽  
Qualitative Inquiry ◽  
Teaching Approaches ◽  
Integrated Science ◽  
Integrated Stem ◽  
Education Model ◽  
And Mathematics

This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.

scholarly journals STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

2020 ◽  
Vol 12 (21) ◽  
pp. 8865
Author(s):  
Thi Phuoc Lai Nguyen ◽  
Thi Huy Nguyen ◽  
Thanh Khiet Tran
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Stem Education ◽  
Secondary School Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
And Behavior ◽  
Stem Teaching ◽  
Attitudes And Behavior ◽  
Real World Problems

Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.

Pre-service chemistry teachers’ pedagogical content knowledge for integrated STEM development with LESMeR model

2020 ◽  
Vol 21 (4) ◽  
pp. 1063-1082
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Betul Ekiz-Kiran ◽  
Elif Selcan Oztay
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Integrated Science ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
Stem Development ◽  
And Mathematics ◽  
Research Based Practices

This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for integrated science, technology, engineering, and mathematics (STEM) through a 13 week training course. A new model based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analyses were employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM development requires considerable time and support. Implications are provided for integrated STEM education.

scholarly journals STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania

2020 ◽  
Vol 1 (1) ◽  
pp. 29-42
Author(s):  
Laurent Gabriel Ndijuye ◽  
Pambas Basilius Tandika
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Stem Education ◽  
Early Years ◽  
Middle Income ◽  
Childhood Education ◽  
Knowledge Based ◽  
Rural And Urban ◽  
And Mathematics

For about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from pre-primary level.  This paper aims to unpack the state of the STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.

scholarly journals STEM Integration for High School Mathematics Teachers

2020 ◽  
Vol 6 (1) ◽  
pp. 52-63
Author(s):  
Micah Stohlmann
Keyword(s):  
High School ◽  
Stem Education ◽  
Mathematics Teachers ◽  
Knowledge Bases ◽  
School Mathematics ◽  
High School Mathematics ◽  
Stem Integration ◽  
Integrated Stem ◽  
And Mathematics ◽  
High School Mathematics Teachers

The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

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