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.

Computational Expression

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.

scholarly journals Generic Tasks for Algorithms

2020 ◽  
Vol 12 (9) ◽  
pp. 152
Author(s):  
Gregor Milicic ◽  
Sina Wetzel ◽  
Matthias Ludwig
Keyword(s):  
Computer Science ◽  
Learning Environments ◽  
Stem Education ◽  
Best Practice ◽  
Computational Thinking ◽  
Underlying Structure ◽  
Science Technology ◽  
Generic Tasks ◽  
And Mathematics ◽  
General Estimation

Due to its links to computer science (CS), teaching computational thinking (CT) often involves the handling of algorithms in activities, such as their implementation or analysis. Although there already exists a wide variety of different tasks for various learning environments in the area of computer science, there is less material available for CT. In this article, we propose so-called Generic Tasks for algorithms inspired by common programming tasks from CS education. Generic Tasks can be seen as a family of tasks with a common underlying structure, format, and aim, and can serve as best-practice examples. They thus bring many advantages, such as facilitating the process of creating new content and supporting asynchronous teaching formats. The Generic Tasks that we propose were evaluated by 14 experts in the field of Science, Technology, Engineering, and Mathematics (STEM) education. Apart from a general estimation in regard to the meaningfulness of the proposed tasks, the experts also rated which and how strongly six core CT skills are addressed by the tasks. We conclude that, even though the experts consider the tasks to be meaningful, not all CT-related skills can be specifically addressed. It is thus important to define additional tasks for CT that are detached from algorithms and programming.

scholarly journals On the Intergenerational Transmission of STEM Education among Graduate Students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Diana Chise ◽  
Margherita Fort ◽  
Chiara Monfardini
Keyword(s):  
Intergenerational Transmission ◽  
Stem Education ◽  
Barriers To Entry ◽  
Stem Fields ◽  
Intergenerational Relationship ◽  
Legal Studies ◽  
Stem Programs ◽  
Administrative Dataset ◽  
Science Technology ◽  
And Mathematics

AbstractWe provide novel evidence on the existence and extent of the intergenerational transmission of STEM (science, technology, engineering and mathematics) education using a recent large administrative dataset of Italian graduates obtained from the AlmaLaurea survey. We find sizeable intergenerational associations in university graduation from STEM programs and demonstrate that these varies strongly according to both the parent’s and the child’s gender. The paternal outweighs the maternal intergenerational relationship and is larger for sons than for daughters. While the documented STEM education transmission is not driven by parental liberal profession for most STEM fields, this is the case for some non-STEM fields (economic and legal studies), consistent with the presence of barriers to entry into some professions.

scholarly journals Building Upon the STEM Movement: Programming Recommendations for Library Professionals

2017 ◽  
Vol 15 (4) ◽  
pp. 23 ◽  
Author(s):  
Annette Shtivelband ◽  
Lauren Riendeau ◽  
Robert Jakubowski
Keyword(s):  
Learning Environments ◽  
Free Choice ◽  
Public Libraries ◽  
Stem Learning ◽  
Stem Programs ◽  
Science Technology ◽  
Growing Body ◽  
Children's Librarians ◽  
Free Choice Learning ◽  
And Mathematics

A growing body of evidence is showing that youth develop their interests in science, technology, engineering, and mathematics (STEM) through participation in activities across the informal and free-choice learning environments found in libraries.1 Many libraries have joined a national movement in which libraries deliver STEM programming to youth.2 Public libraries are a place for STEM learning,3 and children’s librarians are uniquely positioned to promote a love of STEM learning among youth through such programs. The benefits of STEM programming in public libraries are promising.4 For example, participating youth can become proficient in key STEM content and skills, such as critical thinking and engineering design processes.It is critical to youth and community success that these existing STEM programs continue to grow and expand. Public libraries are an ideal location for these programs. They provide a familiar and trusted learning environment for diverse and underserved families.5 Providing children’s librarians with a “six strand” framework will help guide the successful expansion of these fun and engaging STEM programs.6 This article provides specific recommendations and resources to help prepare and support librarians feel in adopting and implementing STEM in their programming.

scholarly journals Parental Perceptions of STEM Enrichment for Young Children

2017 ◽  
Vol 41 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Juliana Tay ◽  
Alissa Salazar ◽  
Hyeseong Lee
Keyword(s):  
Young Children ◽  
Stem Education ◽  
Kindergarten Students ◽  
Parental Perception ◽  
Stem Learning ◽  
Gifted Learners ◽  
University Center ◽  
Science Technology ◽  
Enrichment Program ◽  
And Mathematics

Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception ( N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children’s experiences during the program. These comments were analyzed qualitatively using NVivo, and three main themes were developed. The themes were children’s reactions to STEM learning, meeting the needs of young gifted learners, and learning beyond the classroom. These themes reinforced current literature in the field showing young children’s need for STEM education. Sadly, few opportunities for STEM-focused programming for young children exist.

scholarly journals Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn

2021 ◽  
Vol 13 (9) ◽  
pp. 4961
Author(s):  
Ying Ma
Keyword(s):  
Economic Growth ◽  
Social Science ◽  
Stem Education ◽  
21St Century ◽  
Teacher Educators ◽  
Economic Problem ◽  
Science Technology ◽  
International Attention ◽  
And Mathematics ◽  
Education In China

STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education.

Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe

2020 ◽  
Vol 10 (2) ◽  
pp. 20-30
Author(s):  
Thembelihle Gondo ◽  
Jenet Jean Mudekunye
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Staff Development ◽  
Stem Education ◽  
21St Century ◽  
Economic Competitiveness ◽  
Science Technology ◽  
The Future ◽  
And Mathematics

Science, technology, engineering, and mathematics (STEM) develop deep mathematical and scientific underpinnings students need in the 21st-century workforce. The future of many countries lies in lifetime engagement with STEM education. STEM is an expressive curriculum pertinent to learners and develops reasoning, investigative, and creative skills. Modern lives that affect the economy are transformed through innovations. Economic ambitions can be driven through supporting technological creativity solutions for economic competitiveness. Children see STEM as a tool that helps them understand their world and critically think about intentionally incorporating different subjects across existing curriculum. This paper looks at the possibility of nurturing curiosity in physical education through STEM in Zimbabwe. The paper uses library methodology approach. The article proposes appropriate instruction for underprepared workforce through workshops and staff development. Proficiency thinking, problem-solving, and engineering skills exposure are also advocated for.

scholarly journals INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING

2019 ◽  
Vol 7 (2) ◽  
pp. 204-211
Author(s):  
Hanipah Hussin ◽  
Pang Yee Jiea ◽  
Raja Norhafiza Raja Rosly ◽  
Siti Rohana Omar
Keyword(s):  
Stem Education ◽  
21St Century ◽  
Secondary Data ◽  
Project Based Learning ◽  
Student Centered ◽  
Science Technology ◽  
Engineering Mathematics ◽  
And Mathematics ◽  
Data Collection Technique ◽  
New Framework

Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.

scholarly journals Employment and Earnings of International Science and Engineering Graduates of U.S. Universities: A Comparative Perspective

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Throy A. Campbell ◽  
Maria Adamuti-Trache ◽  
Krishna Bista
Keyword(s):  
International Students ◽  
21St Century ◽  
Employment Status ◽  
Foreign Born ◽  
Limited Evidence ◽  
Job Market ◽  
Science And Engineering ◽  
Stem Programs ◽  
Science Technology ◽  
And Mathematics

International students represent a large percentage of the student population in science, technology, engineering, and mathematics (STEM) programs at American colleges and universities. Although graduates of these programs are identified as having high employability, productivity, and earnings in the 21st-century job market, there is limited evidence on the effect of citizenship/visa status on these indicators. In this study, we examined the employment status and earnings of international (foreign-born) and American-born graduates of U.S. universities, particularly in science and engineering fields. Based on a sample of 14,400 graduates between 2004 and 2013, of whom 12% were foreign-born, the results indicated that foreign-born graduates (i.e., with temporary status or permanent status) had comparable or better outcomes than American-born graduates in terms of employment and earnings

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