scholarly journals A Highly Structured Collaborative STEAM Program: Enacting a Professional Development Framework

2016 ◽  
Vol 2 (2) ◽  
pp. 106-125
Author(s):  
Sarah B. Bush ◽  
Kristin L. Cook ◽  
Robert N. Ronau ◽  
Christopher R Rakes ◽  
Margaret J. Mohr-Schroeder ◽  
...  
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Evaluation Team ◽  
Instructional Coaches ◽  
Reflective Process ◽  
Development Framework ◽  
Science Technology ◽  
Steam Education ◽  
And Mathematics ◽  
Mathematics And Science

This paper reports on a highly-structured Mathematics-Science Partnership (MSP) professional development (PD) program focused on the integration of science, technology, engineering, arts, and mathematics (STEAM) in elementary mathematics and science. With a support system including higher education STEAM education and content faculty, community informal learning partners, an external evaluation team, school administrators, and expert STEAM teachers, twenty-five teachers and five STEAM instructional coaches met together for whole-group PD as they developed and then implemented integrated STEAM problem-based inquiries in their classrooms. This paper describes how the PrimeD framework (Rakes, Bush, Ronau, Mohr-Schroeder, & Saderholm, 2017; Saderholm, Ronau, Rakes, Bush, & Mohr-Schroeder, 2017) guided the STEAM PD program through a collaborative and reflective process. 

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

scholarly journals Educing AI-Thinking in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education

2019 ◽  
Vol 9 (3) ◽  
pp. 184 ◽  
Author(s):  
Meng-Leong How ◽  
Wei Loong David Hung
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Thinking Skills ◽  
Supervised Machine Learning ◽  
Controlled Experiments ◽  
Machine Learn ◽  
Science Technology ◽  
Steam Education ◽  
Computer Scientists ◽  
And Mathematics

In science, technology, engineering, arts, and mathematics (STEAM) education, artificial intelligence (AI) analytics are useful as educational scaffolds to educe (draw out) the students’ AI-Thinking skills in the form of AI-assisted human-centric reasoning for the development of knowledge and competencies. This paper demonstrates how STEAM learners, rather than computer scientists, can use AI to predictively simulate how concrete mixture inputs might affect the output of compressive strength under different conditions (e.g., lack of water and/or cement, or different concrete compressive strengths required for art creations). To help STEAM learners envision how AI can assist them in human-centric reasoning, two AI-based approaches will be illustrated: first, a Naïve Bayes approach for supervised machine-learning of the dataset, which assumes no direct relations between the mixture components; and second, a semi-supervised Bayesian approach to machine-learn the same dataset for possible relations between the mixture components. These AI-based approaches enable controlled experiments to be conducted in-silico, where selected parameters could be held constant, while others could be changed to simulate hypothetical “what-if” scenarios. In applying AI to think discursively, AI-Thinking can be educed from the STEAM learners, thereby improving their AI literacy, which in turn enables them to ask better questions to solve problems.

scholarly journals Ensuring the security of youth in the online world: the potential of the digital art and steam education

2020 ◽  
Vol 18 (3) ◽  
pp. 183-188
Author(s):  
V. Prezhdarova ◽  
D. Pastarmadzhieva
Keyword(s):  
Critical Thinking ◽  
Digital Art ◽  
Comparative Approach ◽  
Huge Number ◽  
Digital World ◽  
Science And Art ◽  
Science Technology ◽  
Steam Education ◽  
Interdisciplinary Nature ◽  
And Mathematics

The online world offers a huge number of opportunities and variety of information sources, which differ significantly from each other. To high extent the online world is the place, where youth spend most of their time. In such situation the creative and critical thinking are essential to help youth integrate and develop their individuality in the digital world. Furthermore, the interdisciplinary nature of digital art serves to develop creativity and critical thinking. In this way, they create new knowledge, which forms the necessary qualities for faster socialization in the virtual society. Thus, digital art merges with STEAM education, where science and art are integrated, namely Science, Technology, Engineering, Arts and Mathematics. The purpose of the current study is to identify the possible impact of STEAM education on the formation of the creative and critical thinking among young people. The authors use various methods such as analysis of the content, historical and comparative approach. The results show that the digital art and STEAM education can give the youth knowledge about how the technology is created and then express themselves through the art, which leads us to the conclusion that the indeed can support the creative and critical thinking.

scholarly journals Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2496
Author(s):  
Genaro de Gamboa ◽  
Edelmira Badillo ◽  
Digna Couso ◽  
Conxita Márquez
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Scientific Activity ◽  
Scientific Practices ◽  
Learning Sequence ◽  
Mathematical Connections ◽  
Science Technology ◽  
Real Population ◽  
And Mathematics ◽  
Mathematics And Science

In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

scholarly journals STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?

2021 ◽  
pp. 146394912110514
Author(s):  
Sofie Areljung ◽  
Anna Günther-Hanssen
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Educational System ◽  
Early Years ◽  
Childhood Education ◽  
Science Technology ◽  
The Arts ◽  
Steam Education ◽  
The World ◽  
And Mathematics

STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.

Development and Application of Art Based STEAM Education Program Using Educational Robot

2018 ◽  
Vol 10 (3) ◽  
pp. 46-57 ◽  
Author(s):  
Jin-Ok Kim ◽  
Jinsoo Kim
Keyword(s):  
Elementary School Students ◽  
Education Program ◽  
Educational Program ◽  
School Students ◽  
Science Technology ◽  
Level Of Satisfaction ◽  
Steam Education ◽  
Educational Robot ◽  
Comprehensive Manner ◽  
And Mathematics

This article aims at developing an art-based STEAM educational program that would help elementary school students to develop their abilities to solve scientific problems and artistic sensibilities by using an educational robot. In addition, this article investigates whether the program could be applied in the field. In order to achieve the purpose of this article, ‘mobile' and ‘abstraction' were selected as the subjects of the activities and the STEAM educational program which allowed students to learn knowledge regarding science, technology and mathematics in a comprehensive manner through the course in order to experience and create works of art. Also, the level of satisfaction and effectiveness were confirmed by applying the program to the class targeting students in the 4th and 6th grades.

Partnerships for Science, Technology, Engineering, and Mathematics Education and Career Prosperity

2019 ◽  
pp. 337-349
Author(s):  
Chih-Che Tai ◽  
Ryan Andrew Nivens ◽  
Karin J. Keith
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Nonprofit Organizations ◽  
Development Projects ◽  
Local School ◽  
Business Partners ◽  
Science Technology ◽  
Career Opportunities ◽  
And Mathematics ◽  
The Impact

The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

2015 ◽  
Vol 4 (3) ◽  
pp. 89 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Professional Development ◽  
College Students ◽  
Students With Disabilities ◽  
College Attendance ◽  
Persons With Disabilities ◽  
Science Technology ◽  
Personal Services ◽  
College Students With Disabilities ◽  
And Mathematics ◽  
Integrated Program

As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated program of interventions for college students with disabilities (SwD) majoring in STEM which centers on a system of continuous student monitoring with rapid access to academic and personal services, as well as professional development and degree enhancing experiences supplied during the entire period of college attendance.

Using Observational Assessment to Inform Professional Development Decisions: Alternative Scoring for the Danielson Framework for Teaching

2017 ◽  
Vol 44 (2) ◽  
pp. 69-80 ◽  
Author(s):  
Ryan J. Kettler ◽  
Linda A. Reddy
Keyword(s):  
Professional Development ◽  
Teacher Effectiveness ◽  
School Administrators ◽  
Reliability And Validity ◽  
Observational Assessment ◽  
Danielson Framework ◽  
Specific Practice ◽  
Framework For Teaching ◽  
And Mathematics ◽  
Composite Scores

The Framework for Teaching (FFT) is one of the most widely used observational systems for evaluating teacher effectiveness and driving professional development conversations in schools. This study contrasts reliability and validity evidence relevant to the FFT as traditionally scored with evidence relevant to a composite scoring approach that connects to specific practice feedback. The FFT is typically interpreted at the domain level and at an overall total level using four categories of teacher effectiveness—unsatisfactory, basic, proficient, and distinguished—scored without computational rules governing relationships between the 22 components and four domains. For this study, the composite scoring approach was computed by averaging the components nested within each domain. A sample of 156 teachers and 34 trained school administrators from 12 high-poverty charter schools used the FFT as part of regular evaluation practices, yielding an extant set of de-identified data. Results indicate the composite scores were internally consistent at the domain and total levels. In comparison with traditional scores, the composite scores were more stable across time, as well as more predictive of student growth in reading and mathematics achievement. Implications for professional development and educator evaluation are discussed.

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