This book raises and answers questions regarding the meaning of STEM education and research. This volume is divided into three sections: the first one describes the nature of the component disciplines of STEM.
Hearings Before the Subcommittee on Research and Science Education,
Committee on Science and Technology, One ... Because of the nature of science
it is important to have scientists involved in critical questions of science education
Local community and issue-based examples of STEM teaching and learning,
such as these, can have lifelong effects on ... The following are some critical questions to prompt and guide teachers as they plan transdisciplinary STEM:
Author: Angela Fitzgerald
If you were to peer into a primary school classroom somewhere across Australia and New Zealand, you would be forgiven for thinking that science, technology, engineering and mathematics (STEM) education is synonymous with coding and digital technologies. However, while these aspects are important, technology alone does not reflect the broad learning opportunities afforded by STEM. In countering this narrow approach, STEM Education in Primary Classrooms offers a platform for research that innovates, excites and challenges the status quo. It provides educators with innovative and up-to-date research into how to meaningfully and authentically embed STEM into existing classroom practices. It incorporates accurate explanations of STEM as an integrated approach to solving real-world problems, including social issues, along with case studies and stories to bring practice to life in evidence-informed ways. This book showcases the impact of a broader approach to STEM in the primary classroom through Australian-based and New Zealand-based research that will challenge current teaching practices. Thus, this book will be of interest to pre- and in-service primary school teachers, along with researchers and postgraduate students in the STEM education field.
Author: Zehlia Babaci-WilhitePublish On: 2016-03-22
In the computer science class, a critical pedagogy approach to engaging the
participants in mobile app development was ... the students began to ask more critical questions by applying the tools of rhetorical analysis to their STEM learning.
Author: Zehlia Babaci-Wilhite
This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid. Working across disciplines and domains has the potential to lead to new understanding and the removal of barriers to progress with the ultimate goal of creating solutions to persistent problems in education. Cross-disciplinary work in science, language and literacy has shown much promise and demonstrated the importance of developing language along with disciplinary knowledge. This volume provides a deep dive into this topic, with articles by several scholars in the field of language in STEM.” – Jaqueline Barber, Director of the Learning Design Group at the Lawrence Hall of Science, University of California-Berkeley, USA “In an increasingly technological world, STEM Education has become a priority on national agendas and in educational institutions. Meaningful access to STEM education can enable or hinder young people from gaining entry into the world of work. It is against this backdrop that the edited collection, Human Rights and Language in STEM Education, needs to be welcomed. The various chapters tackle the big questions of access and many others. This edited collection is required reading for all those working in STEM and for policy makers who tend to see language and STEM as binaries, rather than as interdependent.” – Zubeida Desai, Professor and Dean of Education, University of the Western Cape, South Africa This volume by researchers from 10 countries provides a thought-and-action provoking multidimensional analysis of issues on the dignity of the use of STEM subjects in local education in the perspective of human rights. This book is especially recommended to researchers and education policy makers in such areas as STEM Educational Theory and Praxis, Human Rights, Future/sustainable Development, Science and Technology Literacy. May it inspire similar volumes in today’s politically ebullient world.” – Francisco Gomes de Matos, Professor Emeritus of Linguistics, human linguistic rights scholar, Federal University of Pernambuco, Recife, Brazil.
Most recently, the emphasis has been on the education of mathematics, science,
technology, and engineering, termed ... geared to quickly and efficiently meet the STEM initiatives, and to take a step back and ask critical questions about what ...
Author: Nataly Z. Chesky
Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions. It details the why (axiology), the how (epistemology) and the what (ontology) of STEM by drawing upon a variety of philosophies of education, science, mathematics, and technology.
The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.
Author: Lynn A. Bryan
Publisher: Peter Lang Incorporated, International Academic Publishers
13 Questions: Reframing Education's Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world's leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards. The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.
Conclusion Adopting a critical and feminist theoretical framework provided me
the opportunity to take into account my ... on science education , and the access
to and success of historically underrepresented students in STEM fields , it is ...
Author: Frances K. Stage
This volume challenges quantitative researchers to become more critical. By providing examples from the work of several prominent researchers, and by offering concrete recommendations, the editor and authors deliver messages that are likely to cause many educational researchers to reexamine their own work. Traditional quantitative research tends to be probabilistic, and often mass the experiences of many subgroups in the population. Most models, framesworks, and findings that appy to the majority of students and faculty may not adequately apply to important subpopulations as defined by their entry status, financial condition, residential origin, sex, ethnicity, and religious orientation. The collective efforts described here will help readers become more sensitive to the nuances among various educational groups, and to pay more attention to outliers. This volume supplies both motivation and analytical support to those who might incorporate criticality into their own quantitative work, as well as to those who wish read critical perspectives with an open mind about what they might find. This is the 133rd volume of the Jossey-Bass quarterly report series New Directions for Institutional Research.
Developing Programs for STEM Education Perspective Time Participants
Location Problems Products Agreement ... Table 10.7 identifies questions that
will help you think through some of the important perspectives of this critical
phase of ...
Author: Rodger W. Bybee
Publisher: NSTA Press
"If you are interested in STEM education, policies, programs or practices, or you work on STEM in some capacity at any level, The case for STEM education will prove to be valuable reading. Author Rodger W. Bybee has written this book to inspire individuals in leadership roles to better understand and take action on STEM initiatives. The book's 10 chapters accomplish several tasks: Put STEM in context by outlining the challenges facing STEM education, drawing lessons from the Sputnik moment of the 1950s and 1960s, and contrasting contemporary STEM with other education reforms; Explore appropriate roles for the federal government, as well as states, districts, and individual schools; Offer several ideas and recommendations you can use to develop action plans for STEM. With an emphasis on both thinking and acting, The case for STEM education is a must-read for leaders at all levels: national and state policy makers, state-level educators responsible for STEM initiatives, college and university faculty who educate future STEM teachers, local administrators who make decisions about district and school programs, and teachers who represent STEM disciplines." - Back cover.
The college-level factors are important in efforts to generate higher levels of
persistence toward the completion of a ... to answer questions related to racial
and ethnic minority students' success in STEM should illuminate the
heterogeneity in ...
Author: Samuel D. Museus
Publisher: John Wiley & Sons
The National Context: Important Trends in Racial Demographics and STEM Fields. The Urgency of Fostering Minority Students' Success in STEM. Purpose and Overview of the Volume. Key Concepts and Definitions. Limitations of the Volume. The Current Condition of Minority Students in STEM. The Impact of Race and Racism on Minority Students' Success in STEM. Factors in K-12 Education That Influence the Success of Racial and Ethnic Minority Students in the STEM Circuit. The Link Between Academic Preparedness in K-12 Education and Minority Students' Success in STEM. K-12 Contributors to the Insufficient Academic Preparation of Minority Students in STEM. K-12 Factors That Promote the Success of Minority Students in STEM. K-12 Initiatives That Contribute to Preparedness and Success Among Minority Students in STEM. Conclusion. Factors That Influence Success Among Racial and Ethnic Minority College Students in the STEM Circuit. The Role of Colorblind Meritocracy and Affirmative Action. The Impact of Economic Influences. The Impact of Minority-Serving Institutions and Selective Institutions. The Impact of Campus Environments. The Impact of Institutional Agents. The Impact of Psychological Factors. The Impact of STEM-Specific Opportunity and Support Programs. Conclusion. Implications for Future Research, Policy, and Practice in STEM Education. The Racial and Ethnic Minorities in STEM Model. Implications for Future Research. Implications for Future Policy. Implications for Future Practice. Conclusion.
Teaching Critical Thinking Skills ( cont . ) How to Teach Critical Thinking Skills
Many of the state , national , and international standardized tests require students
to solve problems or answer questions based on complex real - life issues .
Author: Barbara Houtz
Publisher: Shell Education
Developed for grades 6-12, this rich resource provides teachers with practical strategies to enhance science instruction. Strategies and model lessons are provided in each of the following overarching topics: inquiry and exploration, critical thinking and questioning, real-world applications, integrating the content areas and technology, and assessment. Research-based information and management techniques are also provided to support teachers as they implement the strategies within this resource. This resource supports core concepts of STEM instruction.
Teaching Critical Thinking Skills ( cont . ) How to Teach Critical Thinking Skills
Many state , national , and international standardized tests require students to
solve problems or answer questions based on complex real - life issues .
Author: Barbara Houtz
Publisher: Shell Education
Developed for grades K-5, this rich resource provides teachers with practical strategies to enhance science instruction. Strategies and model lessons are provided in each of the following overarching topics: inquiry and exploration, critical thinking and questioning, real-world applications, integrating the content areas and technology, and assessment. Research-based information and management techniques are also provided to support teachers as they implement the strategies within this resource. This resource supports core concepts of STEM instruction.
... technology and its growing pervasiveness in our society also raises substantial
ethical and social questions . ... One valuable STEM education program funded
through R & RA is the Research Experiences for Undergraduates ( REU ) ... Once
again , the Committee reiterates its strong support for the critical role that NSF
plays in science , technology , engineering and mathematics ( STEM ) education
josep saldaña, 20 February 2009 (created 20 February 2009) tags: educational +
dissemination + public opinion >>> tracking nanotechnology ... Questions arise
asking if nanoscale science and engineering is truly a separate field of study; are
we creating another layer in our ... These questions become particularly important when put in the context of the U.S. K–12 educationalsystem, which
already has ...
At the same time, scientists continue to focus on the critical connections they
have identified between science, technology, ... Researchers are extending
beyond the questions that relate spatial thinking and learning in general to
examine the ...
Author: Joseph P. Stoltman
This is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences.
Salle responds that learning to use lab equipment is one important purpose of
the program and that the mentors ... in STEM ; see Thomas and Stevens , 2004 ) ,
I organize a plan for generating the evaluation questions that will guide our
Author: Douglas Huffman
This volume of New Directions for Evaluation focuses on evaluation of science, technology, engineering, and mathematics (STEM) programs, with special emphasis on evaluation of STEM education initiatives. STEM evaluation has always been important, given the issues facing public schools and the economic and social considerations of STEM fields. But because these fields today face a variety of concerns, this discussion of STEM evaluation is particularly timely. Evaluation advances may contribute to STEM fields by helping programs address the challenges they face. This volume presents multiple viewpoints and state-of-the-art examples and methodological approaches in the hope that its chapters will contribute to the understanding of STEM evaluation, STEM education, STEM education evaluation, and evaluation in general. Overall, this volume of New Directions for Evaluation may help not only to move the field to consider new methods and methodologies for engaging in evaluation but also to reconsider ideas of what it means to engage in scientific evaluation.
Here is a representative “short on STEM workers supply” argument: Investing in STEM education is critical to the Nation ... we need to know the answers to three questions: Does the United States actually have too few STEM graduates now?
Author: David C. Berliner
Publisher: Teachers College Press
Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations also suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs. This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources. “Berliner and Glass are long-time critics of wrong-headed education reforms. 50 Myths and Lies continues their record of evidence-based truth-telling. Joined by 19 young scholars in identifying 50 of the worst ideas for changing our nation's schools, they are able to sort through the cacophony of today’s all too often ill-informed debate. Anyone involved in making decisions about today’s schools should read this book.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “This book is true grit. It’s the gritty reality of hard data. It’s the irritating grit that makes you shift in your seat. And it’s the grit that sometimes makes you want to weep. Well argued, well written—whether you agree or disagree with this book, if you care about the future of public education, you mustn’t ignore it.” —Andy Hargreaves, professor, Thomas More Brennan Chair in Education, Lynch School of Education, Boston College “50 Myths and Lies is a powerful defense of public education and a discerning refutation of the reckless misimpressions propagated by a juggernaut of private-sector forces and right-wing intellectuals who would gladly rip apart the legacy of democratic schooling in America. It is a timely and hard-hitting book of scholarly but passionate polemic. The teachers of our children will be grateful.” —Jonathan Kozol, educator, author of Fire in the Ashes “What do you get when two world-class scholars and a team of talented analysts take a hard look at 50 widely held yet unsound beliefs about U.S. public schools? Well, in this instance you get a flat-out masterpiece that, by persuasively blending argument and evidence, blasts those beliefs into oblivion. Required reading? You bet!” —W. James Popham, professor emeritus, UCLA David C. Berliner is an educational psychologist and bestselling author. He was professor and dean of the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. Gene V Glass is a senior researcher at the National Education Policy Center and a research professor in the School of Education at the University of Colorado Boulder. TheirAssociates are the hand-picked leading PhDs and PhDs in training from their respective institutions.
In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress.
Author: Todd Stanley
Develop your students' critical thinking skills and prepare them to perform competitively in the classroom, on state tests, and beyond. In this book, Moore and Stanley show you how to effectively instruct your students to think on higher levels, and how to assess their progress. As states implement the Common Core State Standards, teachers have been called upon to provide higher levels of rigor in their classrooms. Moore and Stanley demonstrate critical thinking as a key approach to accomplishing this goal. They explore the benefits of critical thinking and provide the tools you need to develop and monitor critical thinking skills in the classroom. Topics include: The Difference Between Higher-Level and Lower-Level Thinking Writing Higher-Level Thinking Questions Assessing Critical Thinking Strategies to Develop Higher-Level Thinking Skills
Author: Kehdinga George FomunyamPublish On: 2020-02-26
This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia.
Author: Kehdinga George Fomunyam
Publisher: BoD – Books on Demand
Theorising STEM Education in the 21st Century is a book that captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia. With a team of authors from universities across the world, the book is a vital contribution to critical scholarship on STEM education in contemporary times.
That is this book." —Kimberly D. Tanner, professor, department of biology, and director, The Science Education Partnership and Assessment Laboratory, San Francisco State University In Teaching and Learning STEM, well-known STEM education ...
Author: Richard M. Felder
Publisher: John Wiley & Sons
Rethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you: Plan and conduct class sessions in which students are actively engaged, no matter how large the class is Make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach Help students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be continual improvement in your teaching and your students' learning.