scholarly journals Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia

2021 ◽  
Vol 6 (5) ◽  
pp. 190-202
Author(s):  
Laurah Markus ◽  
Stephanie Sungkim ◽  
Mohd. Zaki Bin Ishak
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Quantum Physics ◽  
Theoretical Framework ◽  
Interactive Simulation ◽  
Classroom Activities ◽  
Integrated Stem ◽  
Instructional Module ◽  
Teachers And Students ◽  
Physics Curriculum

The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.

A Theoretical Framework for Integrated STEM Education

2021 ◽  
Author(s):  
Jairo Ortiz-Revilla ◽  
Ileana M. Greca ◽  
Irene Arriassecq
Keyword(s):  
Stem Education ◽  
Theoretical Framework ◽  
Integrated Stem

scholarly journals Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

2020 ◽  
Vol 28 (S1) ◽  
pp. S135-S157
Author(s):  
Jolien De Meester ◽  
Jelle Boeve-de Pauw ◽  
Marie-Paule Buyse ◽  
Stijn Ceuppens ◽  
Mieke De Cock ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Stem Education ◽  
Conceptual Understanding ◽  
Tips And Tricks ◽  
Highly Qualified ◽  
Integrated Stem ◽  
Science Technology ◽  
Opt Out ◽  
And Mathematics

Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

Evaluating the effectiveness of Integrated STEM-lab activities in improving secondary school students’ understanding of electrolysis

2019 ◽  
Vol 20 (3) ◽  
pp. 495-508 ◽  
Author(s):  
Noor Haslina Daman Huri ◽  
Mageswary Karpudewan
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Science Curriculum ◽  
Qualitative Interviews ◽  
School Students ◽  
Integrated Stem ◽  
Stem Disciplines

STEM education is gaining increasing attention globally to fulfill the acute shortage of STEM workforce. Executing STEM education is frequently viewed as a complex and challenging agenda. The current study proposes Integrated STEM-lab activities in the teaching and learning of electrolysis. The activities use real-world contexts as a platform to exhibit the transdisciplinary nature of integration of the four STEM disciplines. Embedded mixed methods research used quantitative one group pre-test–post-test design, and qualitative interviews were employed to measure the effectiveness of the Integrated STEM-lab activities in improving 50 secondary school students’ (Form Four equivalent to Grade 9) understanding of electrolysis. The Electrolysis Diagnostics Instrument was administered for pre- and post-tests. One-way Multivariate Analysis of Variance (MANOVA) revealed that the Integrated STEM-lab activities effectively improved the students’ understanding of electrolysis measured in three subscales (Wilks’ lambda = 0.664;F(3,96) = 16.164;p< 0.05;η= 0.336) with 33.6% of the variances in the pre- and post-tests explained by the treatment. The qualitative interview data supported and provided insight into understanding the quantitative findings. In the interviews, the students elaborated their understanding of electrolysis with details, and consistently the activities were referred to in their responses. The findings of this study suggest that Integrated-STEM lab activities are suitable to address the limitation of the existing laboratory activities for knowledge construction. The activities are exemplary for integrating the four STEM disciplines into the standard science curriculum.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience

2021 ◽  
Vol 13 (15) ◽  
pp. 8414
Author(s):  
Martín Bascopé ◽  
Kristina Reiss
Keyword(s):  
Stem Education ◽  
Educational Experiences ◽  
Learning Experiences ◽  
Education For Sustainability ◽  
Southern Chile ◽  
Teachers And Students ◽  
Local Actors ◽  
One Year ◽  
Sustainability Challenges ◽  
Attitudinal Changes

This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

CLARITY IN SOCIAL INTELLIGENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 3-13
Author(s):  
Ngo Phan Trong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Communication Style ◽  
School Students ◽  
Teachers And Students ◽  
Medium Level ◽  
Survey Results ◽  
Learning From Others

This study was conducted on 1170 students at 10 secondary schools in 5 provinces in Vietnam. Survey results determined student's clarity on others at medium level. The Clarity to others of surveyed students was correlated with factors such as: communication style, communication trends and temperament of students in communicating and learning from others. The results of multiple linear regresion model of factors have been determined the prediction of the effects of the above factors. The predictive discovered models in the study have been useful suggestions for parents, teachers and students, helping them to improve Clarity in social intelligence of secondary school students.

Call for Manuscripts: 2015 Focus Issue: Between the Wholes: Promoting Fraction and Decimal Understanding

2014 ◽  
Vol 20 (7) ◽  
pp. 461
Keyword(s):  
Number Sense ◽  
Elementary Grades ◽  
Advanced Mathematics ◽  
Classroom Activities ◽  
Teachers And Students

The knowledge of fractions and decimals that children develop in the elementary grades provides an essential foundation for the study of algebra and more advanced mathematics, but most teachers and students consider the topic challenging. Share your approaches to facilitating children's understanding of fractions and decimals. What classroom activities and ideas do you use to help children make sense of fractions and decimals as numbers, benchmarks, measures, quotients, or as operators? The TCM Editorial Panel invites you to share your ideas on developing K–grade 6 students' number sense for fractions and decimals. We are especially interested in manuscripts that describe ideas that have been informed by research and implementation in classrooms.

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