Reflecting upon 30 Years of STEM Partnerships between Industry, University, and Public Schools: Past Lessons, Current Successes, and Future Dreams

The importance of partnerships is critical in educational arenas, but information on how partnerships form with the involvement of corporations, districts, and universities working in harmony is limited in the current literature. The teacher preparation program described in this paper is a “built-to-last” partnership model with over 650 teachers prepared to be teacher-leaders in science, technology, engineering, and mathematics (STEM) education. The authors provide a history of the program’s development, the sustainability of the program over time, the content of the various components of the partnership, and the evolution of the program, including its current status.

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STEM Education for Girls and Women

10.31219/osf.io/2ybcz ◽

2021 ◽

Author(s):

AISDL

Keyword(s):

Genome Editing ◽

Stem Education ◽

Nobel Prize ◽

Gender Disparity ◽

Stem Fields ◽

Royal Swedish Academy ◽

Science Technology ◽

History Of ◽

And Mathematics ◽

Academy Of Sciences

The award of the 2020 Noble Prize in chemistry by the Royal Swedish Academy of Sciences to Dr Emmanuel Charpentier and Dr Jennifer A. Doudna for the development of a method for genome editing does not only highlight the potential and promise that girls and women hold in Science, Technology, Engineering and Mathematics (STEM) fields, but also that girls and women can excel to the highest level and achieve prominence in these careers. Sadly though, Dr Charpentier and Dr Doudna are only the sixth and seventh women, out of a total of 185 individuals, to have won the Nobel Prize in chemistry since the annual prize was awarded in 1901.i This implies that in the history of the Nobel Prize in chemistry, for every female winner there are 26 male winners. And in the history of all the Nobel Prizes in the sciences, there have been 20 female laureates of the more than 600 prizes awarded in physiology or medicine, chemistry and physics. These ratios reflect the gender disparity and inequality that exists in STEM fields globally.

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Design of a 3D Printable Mechanical Time Simulating Solar System for Use in STEM Education

Volume 3: 19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices ◽

10.1115/detc2017-68144 ◽

2017 ◽

Author(s):

Mark B. Moffett ◽

Pierre Larochelle

Keyword(s):

3D Printing ◽

Solar System ◽

Stem Education ◽

System Model ◽

Manufacturing Method ◽

Science Technology ◽

History Of ◽

Modern Manufacturing ◽

Orbital Periods ◽

And Mathematics

The use of designed tools to assist with relating abstract ideas to reality is now a possibility with the use of the modern manufacturing method of 3D printing. The inner four planets’ natural orbital periods with respect to Earth were modeled in SolidWorks and then fabricated using 3D printing. A 3D printable mechanical time simulating solar system model used in science, technology, engineering, and mathematics (STEM) could assist with the user’s understanding of the history of science, planetary orbital mechanics, gearing ratios, 3D printing, and systematically constructing a project using instructions. This paper describes the design of a 3D printable time simulating solar system model and how its construction could be used to teach the history of mechanical engineering and the abstract idea of the solar system. The combination of these two ideas could inspire users to learn, pursue coursework and, eventually, a career in a STEM field.

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Optimistic Fiction as a Tool for Ethical Reflection in STEM

Journal of Academic Ethics ◽

10.1007/s10805-021-09405-5 ◽

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.

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

International Journal of STEM Education ◽

10.1186/s40594-019-0197-9 ◽

2019 ◽

Vol 6 (1) ◽

Cited By ~ 11

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.

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

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.1198 ◽

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.

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How STEM Academy Teachers Conceptualize and Implement STEM Education

Journal of Research in STEM Education ◽

10.51355/jstem.2015.8 ◽

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.

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

Journal of Education ◽

10.1177/00220574211044542 ◽

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.

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Plurilingualism and STEAM

International Journal of Bias Identity and Diversities in Education ◽

10.4018/ijbide.2020070101 ◽

2020 ◽

Vol 5 (2) ◽

pp. 1-23

Author(s):

Daniel Roy Pearce ◽

Mayo Oyama ◽

Danièle Moore ◽

Kana Irisawa

Keyword(s):

Peace Education ◽

Multimodal Data ◽

Transferable Skills ◽

Video Recordings ◽

Science Technology ◽

History Of ◽

Field Notes ◽

And Mathematics ◽

The Relationship ◽

Rich History

This contribution attempts to clarify the relationship between the practice of plurilingual education and STEAM (interdisciplinary pedagogy that incorporates science, technology, engineering, art, and mathematics) through the lens of peace learning at an elementary school in Japan. Japan has a rich history of peace education, although it has received limited focus in the international literature, whereas plurilingual education remains relatively unknown in the country. Within this context, the article examines a teacher-initiated plurilingual and intercultural project focused on a multidisciplinary approach to peace learning. Analyses of multimodal data, including video recordings, photographs, researchers' field notes, learners' journals, and semi-structured reflective interviews, will demonstrate how even within a highly homogenous context, practitioners can promote transferable skills and nurture a deeper awareness of language and openness to diversity, foster reflexivity, and encourage multidisciplinary engagement through plurilingual education, dialogue, and storying.

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Connecting STEM Rich Learning Environments With Environmental Education

International Perspectives on Modern Developments in Early Childhood Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-2503-6.ch012 ◽

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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Computational Expression

Teaching Computational Thinking and Coding to Young Children - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7308-2.ch007 ◽

2021 ◽

pp. 134-156

Author(s):

Amanda L. Strawhacker ◽

Amanda A. Sullivan

Keyword(s):

Stem Education ◽

Visual Arts ◽

21St Century ◽

Fine Arts ◽

Computational Thinking ◽

Thinking Skills ◽

Pedagogical Approach ◽

The Past ◽

Science Technology ◽

And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

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