News&Views: National Lab Day promotes STEM

2010 ◽  
Vol 17 (4) ◽  
pp. 204-205
Author(s):  
Andrea Christie
Keyword(s):  
President Obama ◽  
Science Technology ◽  
Stem Disciplines ◽  
And Mathematics ◽  
Stem Teaching

A year ago this month, President Obama announced the “Educate to Innovate” program to promote science, technology, engineering, and mathematics (STEM) teaching and education. National Lab Day is part of the president's program. Although May 12, 2010, marked the first National Lab “Day,” it is not actually a one-day event, but a yearlong initiative aimed at improving inquiry-based experiences for students in STEM disciplines.

Expertise in STEM Disciplines

2019 ◽  
pp. 528-550
Author(s):  
David F. Feldon ◽  
Soojeong Jeong ◽  
Joana Franco
Keyword(s):  
Modern Society ◽  
Future Research ◽  
Expert Performance ◽  
Science And Engineering ◽  
Training And Education ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Directions ◽  
And Mathematics ◽  
The Impact

Enhancing expertise in science, technology, engineering, and mathematics (STEM) is vital to promoting both the intellectual and economic development of a modern society. This chapter synthesizes relevant studies on the acquisition and development of STEM expertise from different areas of research, including cognitive psychology, the psychology of science, sociology and anthropology, and educational research. Specifically, first, the structure of relevant STEM disciplines in conceptualizing the domain of expertise are discussed. Then the fundamental mechanisms of thinking and problem-solving practices in science and engineering that underlie expert performance within these disciplines are presented. Issues pertaining to assessment and recognition of expertise in STEM fields are also examined. Lastly, evidence pertaining to the impact of training and education on the development of STEM expertise is reviewed. The chapter closes with a critical analysis of STEM expertise research to date and identifies unanswered critical questions and new directions for future research.

scholarly journals Optimism, Innovativeness, and Competitiveness: The Relationship between Entrepreneurial Orientations and the Development of Science Identity in Scientists

2020 ◽  
Vol 7 (2) ◽  
pp. 155-172
Author(s):  
Richard N. Pitt ◽  
Lacee A. Satcher ◽  
Amber Musette Drew
Keyword(s):  
Sense Of Self ◽  
Science Identity ◽  
Entrepreneurial Activity ◽  
Academic Scientists ◽  
Science Technology ◽  
Stem Disciplines ◽  
New Knowledge ◽  
Identity Centrality ◽  
And Mathematics ◽  
The Relationship

We contend that the work scientists do is entrepreneurial because they are in the business of discovering, evaluating, and exploiting opportunities to create new knowledge. In this article, we examine the relationship between Science, Technology, Engineering, and Mathematics (STEM) scholars’ holdings of traits associated with entrepreneurial activity and the degree to which these scientists consider being a scientist important to their sense of self. In particular, we argue that optimism, an innovative mindset, and competitiveness should be associated, positively, with STEM scholars’ science identity. Our results, based on a survey of 215 postdoctoral trainees in STEM disciplines, show that the more academic scientists have of each entrepreneurial disposition, the greater their science identity centrality.

Women Inclusivity in Entrepreneurial and STEM Related Education—A Case Study

2021 ◽  
pp. 251512742110331
Author(s):  
Seshadri Paravastu ◽  
Narasimha S Paravastu
Keyword(s):  
Women Entrepreneurs ◽  
Entrepreneurship Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Women Empowerment ◽  
Science Technology ◽  
Stem Disciplines ◽  
Successful Women ◽  
And Mathematics

This paper presents an interdisciplinary case study on women's inclusivity in an entrepreneurship class consisting of adults enrolled in interdisciplinary majors, including science, technology, engineering, and mathematics (STEM) disciplines. With women empowerment through entrepreneurship education as a theme, this case study in learning innovations aims to encourage diversity and inclusivity in the classroom in discussing successful women entrepreneurs alongside men. Acceptance of ideas proposed by women in a class setting formed a basis for this study. Furthermore, this case study used the idea to reinforce women's empowerment during in-class lectures subtly. This paper reports findings based on our case study across multiple undergraduate and graduate classes comprising majors and adults from STEM disciplines.

scholarly journals Enhancing Thai In-service Teachers’ Perceptions of STEM Education with Tablet-based Professional Development

2018 ◽  
Vol 14 (10) ◽  
pp. 13 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Panuvit Chantara ◽  
Wachira Srikoom ◽  
Prasart Nuangchalerm ◽  
Lisa M. Hines
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Approach ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Teaching ◽  
Do So

National efforts in Thailand are currently focused on promoting STEM (Science, Technology, Engineering, and Mathematics) education in order to better prepare the future generations to be an effective and productive workforce. In accordance with this mission, the goal of this research is to develop a tablet-based professional development (PD) program to enhance in-service teachers’ perceptions of STEM education, which will directly affect both their decision to incorporate STEM, as well as their ability to effectively do so in their own classroom. To assess the efficacy of the PD program, we recruited 240 STEM and non-STEM teachers from basic education schools in Thailand to participate in the program. The activities in this program were divided into three parts: 1) increasing knowledge about STEM education, 2) providing demonstrations of STEM teaching, and 3) developing STEM-based lessons. Data were collected throughout the tablet-based PD program from focus group discussion sessions, pre-post questionnaires, and informal interviews. Data were analyzed using content analysis. The findings revealed that before participating in the tablet-based PD program, the majority of participants had limited knowledge on STEM education and were uncertain on how to integrate STEM into their instructional practices. They also had difficulty with connecting the different STEM disciplines in their activities. Although they were interested in implementing the STEM educational approach, they lacked confidence on how to accomplish this. After completing the tablet-based PD program, many participants had a much better understanding of STEM education and greater confidence with implementing STEM pedagogical approaches.

scholarly journals PELATIHAN BAHAN AJAR DENGAN PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) UNTUK GURU MATEMATIKA DI KECAMATAN PALASAH

2020 ◽  
Vol 1 (2) ◽  
pp. 67-75
Author(s):  
Nia Kania ◽  
Erik Santoso ◽  
Vici Suciawati
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching Materials ◽  
Science Technology ◽  
Learning Mathematics ◽  
The Media ◽  
And Mathematics ◽  
Stem Teaching

The problem of learning mathematics cannot be separated from the teacher's style in implementing learning. In addition to the style of the media teacher, it must also increase the ability to think critically and creatively. Efforts that can be used to improve the learning process through making teaching materials by asking for STEM. The STEM approach integrates Science, Technology, Engineering and Mathematics in one learning that is carried out by the teacher. The dedication was held for two days, 4-5 February 2020. The location of the activity in SDN Weragati I, Palasah, Majalengka with elementary school participants in Palasah, Majalengka. In conclusion STEM is suitable to be used to lure students to be active in class and conduct experiments in learning to find concepts that are being learned. Through this training there was an increase in the understanding of trainees about STEM teaching materials by 32% very good, 55% good and the remaining 13% answered enough. This activity can be followed up with training for further evaluation activities after the teacher carries out the learning process with STEM in their respective schools

scholarly journals MATHEMATICS TEACHERS’ PERCEPTION ABOUT STEM-BASED LEARNING

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fitri Aida Sari ◽  
Dadang Juandi
Keyword(s):  
Mathematics Teachers ◽  
Developed Countries ◽  
Education Curriculum ◽  
Teachers Perceptions ◽  
Science Technology ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Stem Teaching ◽  
Descriptive Method

STEM has long been developed to produce a generation who is ready to face the challenges of the future era. STEM combines four elements (Science, Technology, Engineering, and Mathematics) in a learning process to make it more meaningful. STEM has been widely applied in developed countries, but in Indonesia, it has received less attention and has not been implemented in the education curriculum. The purpose of this study is to describe teachers' perceptions about the application of STEM, whether it is suitable to be applied in each school where the teacher works, what facilities are needed, and whether it is suitable to be applied during the pandemic Covid-19. This research method used a qualitative descriptive method by distributing open questionnaires to mathematics teachers from various regions. The results showed that most teachers agreed to use STEM in learning mathematics, including its application during the pandemic Covid-19. Besides, many things must be prepared before it can be applied, including the readiness and understanding of teachers regarding STEM, the availability of STEM teaching materials, and the availability of supporting facilities for each student and their ability to use them.

scholarly journals Āwhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Māori and Pacific Success in STEM Disciplines

2018 ◽  
Vol 17 (1) ◽  
pp. ar15 ◽  
Author(s):  
Ken Richardson ◽  
Zaramasina Clark ◽  
Michael Gaines ◽  
Hautahi Kingi ◽  
Sonja Miller ◽  
...  
Keyword(s):  
New Zealand ◽  
Community Development ◽  
Bayesian Approach ◽  
Positive Influence ◽  
Completion Rates ◽  
European Descent ◽  
Science Technology ◽  
Stem Disciplines ◽  
And Mathematics ◽  
Pacific Community

Māori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Rōpū Āwhina (Āwhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce Māori and Pacific professionals in STEM disciplines who contribute to Māori and Pacific community development and leadership. A hierarchical Bayesian approach was used to estimate posterior standardized completion rates for 3-year undergraduate and 2-year postgraduate degrees undertaken by non–Māori-Pacific and Māori-Pacific students. Results were consistent with an Āwhina effect, that is, Āwhina’s positive influence on (combined) Māori and Pacific success.

scholarly journals Do It by Yourself: An Instructional Derivation of the Laplacian Operator in Spherical Polar Coordinates

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2943
Author(s):  
Ana Laura Pérez-Martínez ◽  
Maria del Pilar Aguilar-Del-Valle ◽  
Arturo Rodríguez-Gomez
Keyword(s):  
Polar Coordinates ◽  
Laplacian Operator ◽  
Deformable Solid ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Stem Disciplines ◽  
Engineering Problems ◽  
Scientists And Engineers ◽  
And Mathematics ◽  
Frontier Studies

For scientists and engineers, the Laplacian operator is a fundamental tool that has made it possible to carry out important frontier studies involving wave propagation, potential theory, heat conduction, the distribution of stresses in a deformable solid and quantum mechanics. Knowing, understanding, and manipulating the Laplacian operator allows us to tackle complex and exciting physics, chemistry, and engineering problems. In this paper, contained in the Special Issue “Mathematics as the M in STEM Education”, we present an instructional derivation of the Laplacian operator in spherical coordinates. Our derivation is self-contained and employs well-known mathematical concepts used in all science, technology, engineering, and mathematics (STEM) disciplines. Our lengthy but straightforward procedure shows that this fundamental tool in mathematics is not intractable but accessible to anyone who studies any of the STEM disciplines. We consider that this work may be helpful for students and teachers who wish to discuss the derivation of this vital tool from an elementary approach in their courses.

scholarly journals Athena addresses the problems: The biosciences leaking pipeline

2007 ◽  
Vol 29 (3) ◽  
pp. 8-11
Author(s):  
Julia Higgins ◽  
Nancy Lane ◽  
Caroline Fox
Keyword(s):  
Entry Point ◽  
Science Technology ◽  
Stem Disciplines ◽  
And Mathematics ◽  
The Individual

The biosciences are unique among the science, technology, engineering and mathematics (STEM) disciplines. At the entry point they are attractive to women, who form the majority of undergraduates, but although this pipeline is full at the beginning, it is just not delivering effectively. The costs of the leakage are high, for the individual, for UK science and for the economy.

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