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.

Fixing STEM Workforce and Teacher Shortages: How Goal Congruity Can Inform Individuals and Institutions

2018 ◽  
Vol 5 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Amanda B. Diekman ◽  
Tessa M. Benson-Greenwald
Keyword(s):  
Stem Education ◽  
Educational Institutions ◽  
Teacher Shortages ◽  
Recruitment And Retention ◽  
Occupational Roles ◽  
Science Technology ◽  
Education Careers ◽  
Stem Workforce ◽  
And Mathematics ◽  
K 12

As demands increase for individuals with expertise in science, technology, engineering, and mathematics (STEM), educational institutions and workplaces seek to identify strategies to recruit and retain talented individuals in STEM pathways. We investigate recruitment and retention into the STEM workforce and into primary and secondary STEM education careers by analyzing whether a particular role allows an individual to fulfill goals. The two occupational pathways reviewed here pose different goal congruity challenges: The STEM workforce seems to lack communal (other-oriented) goal opportunities, but math and science K-12 teaching seems to lack agentic (self-oriented) goal opportunities. Restructuring educational and occupational roles to maximize the pursuit of valued goals can encourage STEM recruitment and retention.

scholarly journals Parental engagement in children’s STEM education. Part I: Meta-analysis of the literature

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Carlos C. F. Marotto
Keyword(s):  
Literature Review ◽  
Communication Skills ◽  
Stem Education ◽  
Meta Analysis ◽  
Parental Engagement ◽  
Informal Science ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

This paper presents a meta-analysis of the literature on parental engagement with children’s formal and informal science, technology, engineering and mathematics (STEM) education. Five recurrent themes have emerged from the literature review: The challenges of supporting parents with children’s STEM education; STEM education as a bridge between school and family; STEM education as a gateway for children’s future economic success; STEM education as a vehicle for promoting student communication skills; and, the role of hands-on inquiry-based activities in enhancing student engagement. We also outline some international informal STEM education initiatives, their scope, challenges and impact.

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.

REAL WORLD PROBLEM-SOLVING THROUGH ENGINEERING

2021 ◽  
Vol 12 (2) ◽  
pp. 482-487
Author(s):  
Deyana Peykova ◽  
◽  
Ivelina Velcheva ◽  
Keyword(s):  
Stem Education ◽  
Learning Experience ◽  
Integrated Approach ◽  
Project Based Learning ◽  
Science Technology ◽  
Real World Problem ◽  
Secondary Stage ◽  
Subject Areas ◽  
And Mathematics ◽  
Engineering Projects

In education the abbreviation STEM covers the disciplines of science, technology, engineering and mathematics. Therefore, STEM education is the study of these STEM subjects through an integrated approach that offers practical and research learning experience. This article reveals how engineering, the „E“ in STEM , can bring together all four subject areas. The best and most engaging way to achieve this unity is through engineering projects that challenge students to design solutions to real problems. The following work presents good examples of engineering projects in the lower secondary stage of primary education based on problem-based learning and project-based learning.

Equity-Centered Design Thinking in STEM Instructional Leadership

2020 ◽  
pp. 155545892097545
Author(s):  
Deena Khalil ◽  
Meredith Kier
Keyword(s):  
Stem Education ◽  
Design Thinking ◽  
Equal Opportunity ◽  
Instructional Leaders ◽  
College And Career ◽  
Science Technology ◽  
Problems Of Practice ◽  
And Mathematics ◽  
K 12 ◽  
College And Career Ready

In the past decade, STEM (science, technology, engineering, and mathematics) instructional leaders have struggled with how to interpret and implement K–12 standards-based education so that minoritized learners have equal opportunity to be college and career ready. An equity-centered design thinking approach can support leaders to interrogate the often-time divergent values of stakeholders so they may collaboratively identify and address the problems of practice in STEM education. By considering the ethos and strategies necessary to intentionally center equity by design, this case presents prospective leaders the opportunity to practice converging divergent needs and beliefs about STEM education while they ideate solutions grounded in the experiences of minoritized learners.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

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