scholarly journals ANALYSIS OF COGNITIVE ABILITIES FOR STEM LEARNING: TWO VIEWPOINTS, TWO OPINION

2021 ◽  
Vol 17 (37) ◽  
pp. 241-257
Author(s):  
Galina NIKULOVA ◽  
Lubov BOBROVA
Keyword(s):  
Cognitive Abilities ◽  
Educational Process ◽  
Stem Learning ◽  
Educational Activities ◽  
Cognitive Difficulties ◽  
Science Technology ◽  
Specific Discipline ◽  
Three Stages ◽  
Cognitive Competencies ◽  
And Mathematics

Background: Cognition-focused approach to education is one of the foundational factors for preparing the younger generation to further mastering the educational and informational space. Aim: The purpose is to determine the types of cognitive difficulties in students of STEM disciplines (science, technology, engineering, and mathematics) in school, to determine a connection between cognitive abilities and skills, and to determine their significance for both sides of the educational process – the teachers, and the students. Methods: The basic method of the study is polling the respondents, using the questionnaire created by the study’s author, then analyzing and statistically processing the results. The study included three stages: identifying significant difficulties of students in performing educational activities within a specific discipline, identifying the most demanded cognitive abilities and skills, searching for connections, and determining the correspondence of cognitive abilities and skills. Results and Discussion: Types of studies that presented the most difficulties to students were identified and the interconnection between the cognitive competencies. Differences were revealed when comparing the answers of both groups of respondents about the complexity and importance of educational actions in the study of physics and mathematics and the attitude type of schoolchildren to the reproductive level of education or the clearest and memorable algorithms of actions. Competencies most significant to the success of the educational process were extrapolated. Correlation analysis in pairs of cognitive ability/cognitive skill made it possible to correct the initial ideas about their relationship. Conclusions: The data collected allowed establishing the complexity of the educational activities and significant cognitive subject-applied abilities and skills. Systematizing the results of studying the subjective opinions of students and teachers about the importance of cognitive competencies for STEM makes it possible to purposefully transform the educational process, taking into account the needs of its participants and society.

Approach Integrated of Science, Technology, Engineering, and Mathematics – STEM

2021 ◽  
Vol 4 (4) ◽  
pp. 99-136
Author(s):  
Ibrahiem Mohammed Abdullah ◽  
Keyword(s):  
Mathematics Education ◽  
Significant Role ◽  
Arab World ◽  
Research Paper ◽  
Educational Activities ◽  
Science Technology ◽  
Mathematics Curricula ◽  
Integrated Approaches ◽  
And Mathematics ◽  
Definition Of

The research paper aims to highlight the STEM approach as one of the modern integrated approaches in the field of mathematics education. STEM which means the integration of Science, Technology, Engineering, and Math has its significant role in the development of curricula in the Arab world generally and particularly in mathematics curricula. This paper addresses the definition of STEM, the justifications for its emergence and the causes for the attention it recently receives. Moreover, the paper sheds light on its objectives, content, related teaching strategies, educational activities, evaluation, characteristics, advantages and obstacles found in its application.

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.

scholarly journals Integrating supercomputing clusters into education: a case study in biotechnology

2020 ◽  
Author(s):  
Álvaro Fernández ◽  
Camino Fernández ◽  
José-Ángel Miguel-Dávila ◽  
Miguel Á. Conde
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Future Research ◽  
Research Directions ◽  
Science Technology ◽  
Future Research Directions ◽  
Technological Skills ◽  
And Mathematics ◽  
Course Of Study

Abstract The integration of a Supercomputer in the educational process improves student’s technological skills. The aim of the paper is to study the interaction between science, technology, engineering, and mathematics (STEM) and non-STEM subjects for developing a course of study related to Supercomputing training. We propose a flowchart of the process to improve the performance of students attending courses related to Supercomputing. As a final result, this study highlights the analysis of the information obtained by the use of HPC infrastructures in courses implemented in higher education through a questionnaire that provides useful information about their attitudes, beliefs and evaluations. The results help us to understand how the collaboration between institutions enhances outcomes in the education context. The conclusion provides a description of the resources needed for the improvement of Supercomputing Education (SE), proposing future research directions.

scholarly journals Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning

2018 ◽  
Vol 17 (4) ◽  
pp. ar61 ◽  
Author(s):  
Sharotka M. Simon ◽  
Helen Meldrum ◽  
Eric Ndung’u ◽  
Fred D. Ledley
Keyword(s):  
Text Analysis ◽  
Business Practice ◽  
Business Practices ◽  
Stem Learning ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Textbooks ◽  
Science Technology ◽  
And Mathematics ◽  
Missed Opportunity

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

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.

scholarly journals Expanding the Boundaries of Informal Education Programs: An Investigation of the Role of Pre and Post-education Program Experiences and Dispositions on Youth STEM Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
John H. Falk ◽  
David D. Meier
Keyword(s):  
Outdoor Education ◽  
Informal Education ◽  
Stem Learning ◽  
Education Programs ◽  
Stem Programs ◽  
Science Technology ◽  
How People Learn ◽  
And Mathematics ◽  
Almost All

For generations educators have been supporting children and youth’s science, technology, engineering, and mathematics (STEM) learning through informal education programming. Such programming includes a wide variety of outdoor education programs, camp programs, and increasingly targeted STEM programs run afterschool, on weekends, and over the summer months. However, despite the positive impacts these programs have, few would argue that these programs could not be improved or be designed to better meet the needs of a broader and more diverse population of learners. Arguably, one major flaw in how most educators have approached the design and improvement of these programs—a flaw that permeates almost all informal STEM education efforts–is that either explicitly or implicitly, the focus of educators has been exclusively on what happens during the program itself. Superficially this seems reasonable. After all, the time children/youth are within the temporal and physical boundaries of the program, class, or museum is the time when educators have maximal control over events. However, given what is known about how people learn (National Academies of Sciences, 2018), we argue that this long-standing approach needs to be reconsidered.

THE EFFECTIVENESS OF THE USE OF EDUCATION "STEM" IN PRIMARY SCHOOLS

2021 ◽  
Vol 71 (3) ◽  
pp. 190-200
Author(s):  
S. Nishanbayeva ◽  
◽  
S.Z. Nishanbaeva ◽  
L. Alimbekova ◽  
◽  
...  
Keyword(s):  
Primary Schools ◽  
Educational Process ◽  
Self Management ◽  
Electronic Engineering ◽  
Science Technology ◽  
Third Stage ◽  
History Of ◽  
Personal Qualities ◽  
And Mathematics ◽  
Creative Self

The article explains the content, structure of abbreviations, key components. "STEM". The history of the development of the" STEM " education is divided into three periods. First of all, Steam (science, technology, engineering, art and mathematics) -appeared in 1990; the second - strem (science, technology, robotics, engineering and mathematics) - was implemented in 2000, and the third stage-2016, the stream is based on the fact that art Science is planning work on artificial intelligence. It is an integrator of the four components of the STEM. The article describes the effectiveness of the components c-science, scientific understanding (science), T – technology (technology), Electronic engineering (engineering), m – mathematics (mathematics) in the organization of the educational process in primary classes. Also in the article we offer the rules for completing the "STEM" tasks. These are: training, setting complex goals, analysis, choice, self-management, personal qualities, trajectory. The main attention is paid to the creative self-management of students using the "STEM" tasks.

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

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