Intersections of Integrated STEM and Socio-Scientific Issues

2021 ◽  
pp. 256-278
Author(s):  
Gillian Roehrig ◽  
Khomson Keratithamkul ◽  
Benny Mart R. Hiwatig
Keyword(s):  
Engineering Design ◽  
Poverty Reduction ◽  
Policy Documents ◽  
Social Thinking ◽  
Integrated Stem ◽  
Stem Instruction ◽  
Stem Literacy ◽  
Stem Workforce ◽  
Primary Focus ◽  
K 12

Current policy documents across the world call for changes in K-12 science teaching to use integrated STEM strategies to provide a more authentic learning environment for students. Though the importance of integrated STEM education is established through national and international policy documents, there remains disagreement on focus, models, and effective approaches for integrated STEM instruction. A primary focus of STEM policies is addressing STEM workforce issues. However, other important foci for global STEM initiatives are more equitable education, poverty reduction, and increased STEM literacy and awareness. This chapter critiques current implementations of STEM as focused only on technical aspects of engineering design which will not meet any of the goals of integrated STEM. Rather, the authors propose that integration of SSI into STEM lessons will promote the social thinking necessary in engineering design and enhance work toward achieving not only STEM workforce preparation, but also increased STEM literacy and equity within STEM.

scholarly journals Equity-Oriented Conceptual Framework for K-12 STEM literacy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Christa Jackson ◽  
Margaret J. Mohr-Schroeder ◽  
Sarah B. Bush ◽  
Cathrine Maiorca ◽  
Thomas Roberts ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Empirical Studies ◽  
Integrated Stem ◽  
Equity And Access ◽  
Science Technology ◽  
The Status ◽  
Stem Literacy ◽  
Literacy Framework ◽  
And Mathematics ◽  
K 12

AbstractWe introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

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