scholarly journals Stretch, Dream, and Do - A 21st Century Design Thinking & STEM Journey

2015 ◽  
Vol 1 (1) ◽  
pp. 59-70
Author(s):  
Maureen Carroll
Keyword(s):  
21St Century ◽  
National Science Foundation ◽  
Design Thinking ◽  
Innovation Process ◽  
Learning Design ◽  
Stem Learning ◽  
Science Technology ◽  
National Science ◽  
And Mathematics ◽  
K 12

This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation’s capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

2022 ◽  
pp. 109821402110416
Author(s):  
Caitlin Howley ◽  
Johnavae Campbell ◽  
Kimberly Cowley ◽  
Kimberly Cook
Keyword(s):  
West Virginia ◽  
National Science Foundation ◽  
First Generation ◽  
Systems Change ◽  
Underrepresented Minority ◽  
Science Technology ◽  
National Science ◽  
Stem Students ◽  
And Mathematics ◽  
Programs Of Study

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: 1) to consider a few of the challenges of measuring changes in systems and 2) to discuss our experience applying one framework to address these issues.

Real-Life Conundrums in the Struggle for Institutional Transformation

2021 ◽  
Vol 35 (3) ◽  
pp. 300-329
Author(s):  
Julia Mcquillan ◽  
Nestor Hernandez
Keyword(s):  
National Science Foundation ◽  
Real Life ◽  
Institutional Transformation ◽  
Change Processes ◽  
Promising Practices ◽  
Science Technology ◽  
National Science ◽  
Race Ethnicity ◽  
And Mathematics

Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.

Making Connections Between Service and Engineering in K-12 Education

2008 ◽  
Author(s):  
Margaret Pinnell ◽  
Rebecca Blust ◽  
Jayne Brahler ◽  
Margy Stevens
Keyword(s):  
Service Learning ◽  
Cultural Sensitivity ◽  
National Science Foundation ◽  
The United States ◽  
Web Based ◽  
Math Curriculum ◽  
Science Technology ◽  
And Mathematics ◽  
K 12 ◽  
The Impact

This paper will summarize the findings obtained through the work of a National Science Foundation (NSF) sponsored grant entitled, “Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines.” The objective of this grant was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. The methodology used to develop, assess and refine the web based resource will be discussed. Additionally, the research design and inferential statistics used to assess the impact of service-learning on K-12 students’ perceptions of STEM careers will be presented.

scholarly journals Resource Review: Why So Few? Women in Science, Technology, Engineering, and Mathematics

2014 ◽  
Vol 9 (4) ◽  
pp. 110-112
Author(s):  
Patricia A. Dawson
Keyword(s):  
Environmental Factors ◽  
National Science Foundation ◽  
American Association ◽  
Extensive Study ◽  
Women In Science ◽  
Stem Fields ◽  
University Women ◽  
Science Technology ◽  
National Science ◽  
And Mathematics

“Why So Few? Women in Science, Technology, Engineering and Mathematics” (Hill, C., Corbett, C., Rose, A., 2010) reports on an extensive study of women’s underrepresentation in science, technology, engineering, and mathematics professions. Funded by the National Science Foundation, the project was conducted by American Association of University Women. The resource includes findings from eight research studies which examined social and environmental factors which contribute to women’s underrepresentation in STEM fields as well as helpful tables, charts and bibliography resources. The 110 page resource will be particularly helpful for scholars working in program design to advance STEM opportunities for women.

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 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.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Didáctica disruptiva STEM

2020 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Melvin Chaves Duarte
Keyword(s):  
Costa Rica ◽  
National Science Foundation ◽  
Science Technology ◽  
National Science

Las autoridades de la Universidad Fidélitas de Costa Rica, han establecido como un proyecto estratégico, la búsqueda de un modelo curricular contemporáneo y disruptivo, para responder a las nuevas generaciones de estudiantes creativos del Siglo XXI. Este modelo se adopta del análisis curricular de las principales Universidades a nivel mundial, como la Universidad de Harvard, el Instituto Tecnológico de Massachusetts (MIT), la Universidad Federal de Zúrich (ETH) y la Universidad Nacional de Singapur (NUS), universidades que ocupan los primeros lugares del ranking QS de Inglaterra, por su capacidad de innovación para resolver los problemas globales de los próximos 50 años. El modelo curricular adaptado por la Universidad Fidélitas se fundamenta en la didáctica disruptiva STEM (cuyas siglas significan Science, Technology, Engieneering & Mathematics), esto se traduce como ciencia, tecnología, ingeniería y matemática. La National Science Foundation propuso el modelo STEM, a inicios de la década de los 90. Al respecto, se dice que la ciencia (S) y la matemática (M) aportan la investigación y la medición, para que la ingeniería (E) diseñe e innove en la búsqueda de la solución de problemas reales y como resultado, se obtiene la tecnología (T), la cual se refiere a los productos, servicios y sistemas, aportados por la Ingeniería en la solución de los problemas complejos. Al mismo tiempo, es un enfoque curricular integrador: integra el saber saber, el saber hacer, el saber ser y el saber convivir, pilares fundamentales educativos de la UNESCO . (Brodeur, 2007). La filosofía del modelo STEM, potencia la creatividad de los estudiantes y los docentes para resolver problemas complejos, con el fin de lograr la mejora continua de la sociedad, convirtiendo las necesidades en ideas creativas necesarias para enganchar a las generaciones de los estudiantes digitales (Y- Millennials) y virtuales (Z y Alfa).

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

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