scholarly journals A Physics and Engineering Lab for Primary Teachers at CERN

2021 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Tina P. Nantsou ◽  
Efstratios C. Kapotis ◽  
George S. Tombras
Keyword(s):  
Professional Development ◽  
Classroom Environment ◽  
Primary Teachers ◽  
Research Culture ◽  
Science Technology ◽  
Hands On ◽  
Basic Understanding ◽  
Teachers And Students ◽  
And Mathematics ◽  
Teaching Physics

<p class="0abstract"><span lang="EN-US">Major international Research Centers run Continuous Professional Development Courses for Primary Teachers on Science, Technology, Engineering, and Mathematics activities and experiments. The projects and the hands-on workshops inspire teachers through cutting-edge science and technology to influence and spread the research culture to their students in return. The STEM lab in this paper was presented in a CERN program for Greek primary educators teaching Physics and IT. The research focuses on the teachers' electromagnetic lab and was tested by students in the classroom environment for two subsequent years. The results of both labs, of teachers and students, are examined regarding their basic understanding of Physics Laws and scientific research.</span><span lang="EN-US">  </span><strong><span lang="EN-US">  </span></strong></p>

C-STEM Studio: A Solution for Learning Computing and STEM Topics With Robotics and Embedded Systems

2017 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Embedded Systems ◽  
Raspberry Pi ◽  
Teaching Resources ◽  
Robot Controller ◽  
Science Technology ◽  
Hands On ◽  
Teachers And Students ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

In this article, C-STEM Studio, a platform for hands-on integrated learning of Computing, Science, Technology, Engineering and Mathematics (STEM) with robotics, is presented. C-STEM Studio integrates many technologies, software, and curriculum that K-12 educators can use in their classroom. Ch, a C/C++ interpreter, provides an environment for computing. Linkbot Labs, Ch Linkbot Controller, and Ch Robot Controller allow teachers to utilize the robotics, such as Linkbots and Lego Mindstorms NXT and EV3, to help teach concepts in mathematics and science. RoboSim and RoboBlockly are simulation environments that allow students without physical robots to learn with virtual robots. Teachers can also teach embedded systems with Ch Arduino package, designed atop Ch. Also, easy-to-use resources explorers are built in the C-STEM Studio so that teachers and students can access teaching resources, students homework and materials come with those software. Finally, we provided a solution for Chromebook users to run C-STEM Studio through Raspberry Pi.

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.

scholarly journals Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills

2019 ◽  
Vol 9 (2) ◽  
pp. 73 ◽  
Author(s):  
Nuria Arís ◽  
Lara Orcos
Keyword(s):  
Secondary Education ◽  
Empirical Study ◽  
Research Study ◽  
Educational Robotics ◽  
Objective Data ◽  
Scientific Curiosity ◽  
Mathematics Skills ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

Educational robotics (ER) is increasingly present in secondary education classrooms and has acquired greater projection, especially with the appearance of championships, such as FIRST® LEGO® League. These competitions are based on a globalizing focus of the different areas of the curriculum, therefore, we consider that it directly links with the achievement of STEAM (science, technology, engineering, arts, and mathematics) skills. We present a research study that provides objective data based on the opinions of teachers and students that participated in this championship during the course 2017/2018 about its impact in the learning process. To this end, Spanish students and teachers answered questionnaires to collect their perceptions and assessments just after their participation. The results obtained allow us to conclude that both teachers and students believe this project promotes interest and scientific curiosity, as well as social skills through teamwork.

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

Partnerships for Science, Technology, Engineering, and Mathematics Education and Career Prosperity

2019 ◽  
pp. 337-349
Author(s):  
Chih-Che Tai ◽  
Ryan Andrew Nivens ◽  
Karin J. Keith
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Nonprofit Organizations ◽  
Development Projects ◽  
Local School ◽  
Business Partners ◽  
Science Technology ◽  
Career Opportunities ◽  
And Mathematics ◽  
The Impact

The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

2015 ◽  
Vol 4 (3) ◽  
pp. 89 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Professional Development ◽  
College Students ◽  
Students With Disabilities ◽  
College Attendance ◽  
Persons With Disabilities ◽  
Science Technology ◽  
Personal Services ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Integrated Program

As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated program of interventions for college students with disabilities (SwD) majoring in STEM which centers on a system of continuous student monitoring with rapid access to academic and personal services, as well as professional development and degree enhancing experiences supplied during the entire period of college attendance.

Promoting STEAMH at primary school: a collaborative interdisciplinary project

2018 ◽  
Vol 4 (8) ◽  
pp. 234-245 ◽  
Author(s):  
Maria Cristina Oliveira da Cristina Oliveira da Costa
Keyword(s):  
Primary School ◽  
Local Community ◽  
Real Life ◽  
School Level ◽  
Pedagogical Intervention ◽  
Local Schools ◽  
School Collaboration ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration

scholarly journals Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

2014 ◽  
Vol 13 (2) ◽  
pp. 212-223 ◽  
Author(s):  
Sara A. Wyse ◽  
Tammy M. Long ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Evaluation Framework ◽  
Multidimensional Data ◽  
Graduate Teaching ◽  
Learner Centered ◽  
Science Technology ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Reported Data ◽  
Direct Measures

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick's Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs.

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

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