Women and STEM Education in Nigeria

2021 ◽  
pp. 211-225
Author(s):  
Omowunmi Sola Agboola
Keyword(s):  
Stem Education ◽  
School Funding ◽  
Traditional Education ◽  
Stem Learning ◽  
Learning Aids ◽  
The Government ◽  
Trained Teachers ◽  
And Mathematics ◽  
Technological Experience ◽  
Nigerian Students

Science, technology, engineering, and mathematics (STEM) education teach the four disciplines in an interdisciplinary and applied approach. Globally, the STEM areas are in the forefront of economic development. The government of Nigeria has already forged partnerships and is drawing upon the technological experience of other countries to build new STEM learning opportunities for Nigerian students. The federal government has established several federal universities of science and technology with the sole purpose of improving the teaching of STEM areas. Traditional education in Nigeria challenges range from poverty, poor school funding, poorly trained teachers, inadequate learning aids, incessant strikes, among others. It is time that Nigeria realizes that women and girls continue to be extremely underrepresented in the sciences and incorporate them in the new programme because ensuring that more girls receive a quality education will reap dividends for the safety, security, and prosperity of the nation and for the next generations.

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.

scholarly journals STEM education through project-based inquiry learning: An Exploratory study on its impact among year 1 primary students

2017 ◽  
Vol 7 (2) ◽  
pp. 43-51
Author(s):  
Ong Eng Tek ◽  
Norazura Safiee ◽  
Zaharah Mat Jusoh ◽  
Sabri Md Salleh ◽  
Abdul Manas Hanafi Mohamed Noor
Keyword(s):  
International Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Primary Students ◽  
Pedagogical Practice ◽  
Education Standards ◽  
The Government ◽  
And Mathematics

Given the context of rising international education standards and the aspiration of better preparing Malaysia’s children for the needs of the 21st century, the Government of Malaysia has conceptualised the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasised that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts though the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

A Novel Strategy to Improve STEM Education

2015 ◽  
pp. 1215-1226
Author(s):  
Samar I. Swaid
Keyword(s):  
Stem Education ◽  
Information Acquisition ◽  
Computational Thinking ◽  
Instructional Delivery ◽  
Stem Learning ◽  
Computing Services ◽  
Information And Communication ◽  
Low Performance ◽  
And Mathematics ◽  
Novel Strategy

Undergraduate traditional instructional delivery that does not utilize computation is linked significantly to students' low performance and thereby attrition. Over the last two decades, new computational technologies, information, and communication have emerged, creating comprehensive cyberinfrastructure-based service systems, or what is termed here e-science. E-science environments are virtual systems that support data management, data mining, information acquisition, visualization, computing services, and people collaboration over the Web. Although a number of attempts have been successful in utilizing e-science environments to change how research is conducted, using e-science environments for education has been rarely realized. This chapter describes a project that aims to transform Science, Technology, Engineering, and Mathematics (STEM) education through using e-science systems at the undergraduate level. The strategy is built on three arms: (1) injecting Computational Thinking (CT) in STEM education; (2) using e-science for STEM learning; and (3) building a community-of-practice around e-science. By using e-science resources and services, an inquiry-based approach to learning can be the key to students' motivations, achievements, and enthusiasm for science.

A Novel Strategy to Improve STEM Education

2014 ◽  
pp. 860-871 ◽  
Author(s):  
Samar I. Swaid
Keyword(s):  
Stem Education ◽  
Information Acquisition ◽  
Computational Thinking ◽  
Instructional Delivery ◽  
Stem Learning ◽  
Computing Services ◽  
Information And Communication ◽  
Low Performance ◽  
And Mathematics ◽  
Novel Strategy

Undergraduate traditional instructional delivery that does not utilize computation is linked significantly to students' low performance and thereby attrition. Over the last two decades, new computational technologies, information, and communication have emerged, creating comprehensive cyberinfrastructure-based service systems, or what is termed here e-science. E-science environments are virtual systems that support data management, data mining, information acquisition, visualization, computing services, and people collaboration over the Web. Although a number of attempts have been successful in utilizing e-science environments to change how research is conducted, using e-science environments for education has been rarely realized. This chapter describes a project that aims to transform Science, Technology, Engineering, and Mathematics (STEM) education through using e-science systems at the undergraduate level. The strategy is built on three arms: (1) injecting Computational Thinking (CT) in STEM education; (2) using e-science for STEM learning; and (3) building a community-of-practice around e-science. By using e-science resources and services, an inquiry-based approach to learning can be the key to students' motivations, achievements, and enthusiasm for science.

Comparing Classroom Competence and Attitude between SESEMAT and Non-SESEMAT Trained Teachers in Eastern Uganda

2020 ◽  
Vol 3 (1) ◽  
pp. 47-61
Author(s):  
Aisha Mbeya
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
Secondary Science ◽  
The Government ◽  
Trained Teachers ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Eastern Uganda

This paper presents a comparison of professional competence and attitude between teachers trained in Secondary Science and Mathematics Teachers (SESEMAT) Programme and those not trained in it in Eastern Uganda. The study was based on a realization that though the government provides facilitation to enable teachers undergo training through the SESEMAT programmes, teachers seem not to keenly use SESEMAT methodologies. The study was guided by two objectives: to establish whether there are differences in professional competences between SESEMAT- and non-SESEMAT- trained teachers in Uganda, and to determine whether there are differences in attitude towards teaching between SESEMAT-trained teachers and other teachers of science and mathematics. The study employed semi-experimental design. Ten secondary schools were sampled and 40 teachers were observed during lessons and also given questionnaires. Data analysis was done using the independent sample t-tests to compare the classroom professional competences and attitudes between SESEMAT-trained and non-SESEMAT-trained teachers. It was concluded that given enough time, teachers would implement SESEMAT competences / skills taught during the INSETS. The study recommended that more teachers should be encouraged to attend the SESEMAT INSETS to be able to understand the competences required during the delivery of lessons. This may help improve on the number of quality passes at Ordinary level in science subjects.

scholarly journals Leveraging Social Capital to Broaden Participation in STEM

2020 ◽  
Vol 7 (1) ◽  
pp. 35-43
Author(s):  
Guan K. Saw
Keyword(s):  
Social Capital ◽  
Native Americans ◽  
Stem Education ◽  
Low Socioeconomic Status ◽  
Underrepresented Students ◽  
After School ◽  
Stem Learning ◽  
Persons With Disabilities ◽  
And Mathematics ◽  
K 12

Broadening participation in science, technology, engineering, and mathematics (STEM) is critical to the nation’s economic growth and national security. In K–12 and higher education, researchers and educators increasingly employ the concept of social capital to develop programs for improving STEM learning, motivation, and participation of young students. STEM social capital in education comprises STEM-oriented resources—whether instrumental, informational, or emotional—that students access through their social networks. Major theoretical perspectives, research evidence, and promising practices are associated with the concepts of social capital in STEM education. Students’ social capital in STEM education (derived from families, peers, teachers, and professional networks) demonstrably promotes their STEM educational outcomes and career paths. Inclusive STEM schools, mentoring, and after-school programs are some promising approaches that can enhance STEM social capital and outcomes of underrepresented students, particularly women, Blacks/Hispanics/Native Americans, youth with low socioeconomic status, and persons with disabilities.

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 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

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Training Program ◽  
Lesson Study ◽  
Training Group ◽  
Stem Learning ◽  
Science Technology ◽  
The Government ◽  
And Mathematics ◽  
The Many ◽  
Stem Teaching ◽  
Better Than

This study aims to explore the readiness of teachers in implementing STEM learning. This was motivated by the fact that schools need to provide teachers who are able to develop learning based on Science, Technology, Engineering and Mathematics (STEM). The research method used was descriptive qualitative research involving each of the 16 teachers in the Lesson Study (LS) and STEM training program. This study shows that there are similarities and differences between each group with the factors that influence it. In the aspect of relevance, it was found that the two groups belonged to the very prepared category. The self-efficacy aspect of the STEM training program is better than LS. Whereas in the aspect of anxiety LS is more prepared than the STEM Training group. This is influenced by the fact that the two groups are actively involved in influencing their views on STEM teaching, the STEM training program gets more collaborative learning training and knows the many obstacles in the process of implementing learning. Based on these findings, the government should be supported in improving the teacher’s ability by using STEM learning.

scholarly journals Providing online STEM workshops in times of isolation

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Robert Weinhandl ◽  
Susanne Thrainer ◽  
Zsolt Lavicza ◽  
Tony Houghton ◽  
Markus Hohenwarter
Keyword(s):  
Grounded Theory ◽  
Success Factors ◽  
Qualitative Interview ◽  
Strong Impact ◽  
Learning And Teaching ◽  
Learning Barriers ◽  
On Line ◽  
Trained Teachers ◽  
And Mathematics ◽  
Interview Studies

AbstractThe global spread of COVID-19 has resulted in learning and teaching being confronted with immense challenges and changes since spring 2020. Measures to contain the COVID-19 pandemic had and continue to have a particularly strong impact on non-formal and informal learning, which are important features of out-of-class on-line STEM workshops combining science, technology, engineering and mathematics. We developed and carried out online STEM workshops for approximately 250 students during times of isolation in the spring and summer of 2020. To identify potential success factors and stumbling blocks for designing and implementing online STEM workshops, we conducted a qualitative interview-based study with a selection of eight experts in the summer and autumn 2020, i.e. after the STEM workshops. The experts were Austrian and German teachers who planned and implemented STEM workshops for students age 10 to 18. Our collected data was examined using techniques of grounded theory approaches. Using techniques of qualitative interview studies and grounded theory approaches, we found that removing learning barriers and creating new types of learning spaces, online socio-constructivist learning, and teachers' TPACK for STEM Workshops are important factors when considering and designing STEM workshops for online learning environments. These same factors will also be central when planning and implementing online STEM workshops in post-COVID-19 times. To facilitate student participation and to increase social interaction are critical elements for practitioners working on online STEM workshops—both during and after COVID-19. Highly trained teachers with in-depth technical, pedagogical, and content skills are essential to facilitate participation and interactions among students, teachers, and learning contents.

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