scholarly journals Considering Young People’s Dislocation From STEM Education: Looking Beyond the Narrow Focus of Teaching and Learning Practice Within School

2021 ◽  
Vol 6 ◽  
Author(s):  
Sharon Fraser ◽  
Nicoli Barnes ◽  
Sue Kilpatrick ◽  
John Guenther ◽  
Georgie Nutton
Keyword(s):  
Student Engagement ◽  
Young People ◽  
Stem Education ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Stem Learning ◽  
Children And Young People ◽  
Post Secondary ◽  
Methodological Considerations ◽  
Rural Work

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – the Place-based STEM- alignment Framework for the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of the Place-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.

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.

HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION

2019 ◽  
Author(s):  
Dagnija Cedere ◽  
◽  
Rita Birzina ◽  
Tamara Pigozne ◽  
Elena Vasilevskaya ◽  
...  
Keyword(s):  
Young Adults ◽  
Data Analysis ◽  
Stem Education ◽  
Teaching And Learning ◽  
Real Life ◽  
Learning Problems ◽  
Stem Learning ◽  
Teaching Learning ◽  
Learning Principles ◽  
To Receive

The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback. Keywords: meaningful learning, Millennium generation, teaching and learning principles, STEM learning.

scholarly journals Work accidents with children and youth in a rural environment in southern Brazil

2020 ◽  
Vol 28 ◽  
Author(s):  
Daiani Modernel Xavier ◽  
Marta Regina Cezar-Vaz ◽  
Clarice Alves Bonow ◽  
Maria Denise Schimith
Keyword(s):  
Young People ◽  
Rural Areas ◽  
Leisure Activity ◽  
Children And Youth ◽  
Occupational Accidents ◽  
Rural Environment ◽  
Bivariate Analysis ◽  
Chi Square ◽  
Children And Young People ◽  
Rural Work

Objective: to know the prevalence of occupational accidents in children and youth who work with their families in the rural environment and to identify the associated factors. Method: exploratory, descriptive and analytical study with quantitative approach, developed in three rural areas. Participants were 211 children and young people who assisted the family in rural work. Data collection was performed using a semi-structured questionnaire. Bivariate analysis was performed using Pearson’s chi-square, Fisher’s exact, Student’s t and Mann-Whitney tests and multivariate analysis using Poisson regression. Results: the prevalence of self-reported occupational accidents was 55%. It was highlighted: insect bites (44%), burns (40.5%), falls (27.6%), injury with a working tool (16.4%), electric shock (15.5 %), burn by animal (8.6%), animal bite (6.9%) and pesticide poisoning (2.6%). These were related to shared housing, leisure activity - riding a motorcycle, product resulting from lettuce cultivation and use of personal protective equipment. Conclusion: it is believed that these findings may enhance the development of public policies aimed at preserving the health of these children and young people, regulate working conditions and reduce occupational risks in the rural environment.

Social Networking and Schools

2010 ◽  
pp. 1489-1497
Author(s):  
Chris Abbott ◽  
William Alder
Keyword(s):  
Young People ◽  
Social Networking ◽  
Web Sites ◽  
Education System ◽  
Teaching And Learning ◽  
Anecdotal Evidence ◽  
Children And Young People ◽  
Online Safety ◽  
Large Numbers ◽  
Interactive Services

Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been more cautious, and often concerned about the implications for online safety. Social networking used by young people is considered here as part of a trajectory of online practices which began with personal Web sites in the mid 1990s and continued through the use of interactive services to the networking sites familiar today. The response of the education system is examined through interview and anecdotal evidence, and with reference to a growing body of research in this and allied areas. It is concluded that social networking has initiated a series of practices which cannot now be abandoned, and that the challenge for the education system is not control or abolition but the inclusion of social networking appropriately within teaching and learning.

Social Networking and Schools

2010 ◽  
pp. 18-26
Author(s):  
Chris Abbott ◽  
William Alder
Keyword(s):  
Young People ◽  
Social Networking ◽  
Web Sites ◽  
Education System ◽  
Teaching And Learning ◽  
Anecdotal Evidence ◽  
Children And Young People ◽  
Online Safety ◽  
Large Numbers ◽  
Interactive Services

Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been more cautious, and often concerned about the implications for online safety. Social networking used by young people is considered here as part of a trajectory of online practices which began with personal Web sites in the mid 1990s and continued through the use of interactive services to the networking sites familiar today. The response of the education system is examined through interview and anecdotal evidence, and with reference to a growing body of research in this and allied areas. It is concluded that social networking has initiated a series of practices which cannot now be abandoned, and that the challenge for the education system is not control or abolition but the inclusion of social networking appropriately within teaching and learning.

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