Barriers To Successful Implementation of STEM Education

Ejiwale, James A.

doi:10.11591/edulearn.v7i2.220

Cited by 177 publications

(150 citation statements)

References 23 publications

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“…This can present a challenge for elementary teachers, who often have limited disciplinary knowledge within science, technology, engineering, and mathematics (Sanders 2008;Ejiwale 2013). However, Kelley and Knowles (2016) suggest that the key to preparing STEM educators is to first begin by grounding their conceptual understanding of integrated STEM education within key learning theories, and pedagogical approaches, and then building awareness of research results of current STEM educational initiatives.…”

Section: Discussionmentioning

confidence: 99%

“…Research indicates that PD must be active, sustained, coherent, collaborative, reflective, and focus on content knowledge in order to lead to real changes in practice (Garet et al 2001;Gamoran et al 2006). Within STEM PD, research has found that there is a need to help teachers develop deeper understandings of disciplinary knowledge within the four disciplines (Brophy et al 2008;Cunningham and Hester 2007;Ejiwale 2013), explore various mechanisms for integrating content across the disciplines (Moore, Stolhmann et al 2014;Wang et al 2011), and develop beliefs and understandings related to integrated STEM education Stohlmann et al 2012). Despite the existence of several PD opportunities focused on integrating STEM at the elementary level, there is limited research examining specific content and skills that are preferred when teaching integrated STEM and how these content and skills can be imparted to help with the widespread adoption of integrated STEM in elementary classrooms (O'Brien et al 2014).…”

Section: Introductionmentioning

confidence: 99%

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Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge

Tank

2017

IJ STEM Ed

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Background: Science, technology, engineering, and mathematics (STEM) education is becoming more prevalent at the elementary level, and there has been a push to focus on the integration between the STEM disciplines. Researchers within this study sought to understand the extent to which triads composed of a classroom teacher, student teacher, and an engineering fellow were able to use the context of an engineering design challenge to integrate and incorporate STEM concepts into the elementary classroom. Using a content analysis approach, researchers analyzed STEM integration across four phases of learning: professional development workshop, lesson plan, classroom enactment, and post-lesson reflection. Results: Results highlight the ability for triads to conceptualize the integration of STEM concepts but also the challenge to sustain the integration of STEM concepts across phases of enactment.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge

Tank

2017

IJ STEM Ed

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“…There is a growing amount of evidence to support the notion that youth require a strong foundation in science, technology, engineering, and math (STEM) education in order to enhance economic well-being and quality of life during later years in life (Ejiwale, 2013;Let's Talk Science & Amgen Canada, 2014; President's Council of Advisors on Science and Technology, 2010). Across North America, the importance of STEM education at the post-secondary level has been emphasized as a significant portion of careers will require some form of STEM literacy and skills (Let's Talk Science & Amgen Canada, 2014;Mahy & Krimmel, 2008; President's Council of Advisors on Science and Technology, 2010).…”

Section: Resultsmentioning

confidence: 99%

Understanding the delivery of a Canadian-based after-school STEM program: a case study

Duodu¹,

Noble

Yusuf³

et al. 2017

IJ STEM Ed

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Background: Due to the rising demands for a Canadian workforce with science, technology, engineering, and math (STEM)-related education, there is a need to increase youth engagement in STEM education and programming. Research, however, has shown that youth residing in low-income communities are disproportionately affected by psychosocial barriers, which often inhibit meaningful engagement in STEM programming. Visions of Science Network for Learning (VoSNL) was designed and implemented to address these existing barriers. VoSNL is a charitable organization in Southern Ontario, Canada, that provides weekly community-based STEM programming to low-income and marginalized youth during out-of-school time. VoSNL programming is delivered directly within the community and is free-of-charge for all youth in order to minimize barriers of physical and financial accessibility. The purpose of this report was to provide a detailed description of a core program within VoSNL-Community Science Clubs-and summarize the findings of a process evaluation, specifically the successes and challenges of implementing a community-based, out-of-school STEM program. Results: Program successes are outlined along with the challenges that have been identified through program implementation. Successes include (a) delivering the program within a community context, (b) opportunities for consistent engagement, and (c) establishing positive youth-staff relationships. Challenges include (a) navigating community-based issues, (b) conducting outreach and promotion, and (c) accommodating a wide age range of youth. Further, lessons learned from an evaluation of program implementation are also discussed. Conclusions: This report provides one of the first program descriptions and process evaluations of a community-based, youth-focused STEM program within a Canadian context. The findings in this report have helped to improve the delivery and evaluation of the VoSNL program and may act as a catalyst for program expansion to reach more youth in marginalized communities. Further, the findings can also provide a strong framework for programmers interested in implementing STEM youth programming in a community context, assist in the replication of similar models in other locations, and enhance STEM learning amongst youth.

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“…Despite its practicality as a conceptual tool for organization of the chemical elements and understanding their properties, most teachers experience difficulties when teaching science content at secondary school level (Mokiwa 2014a;2014b;Mudau, 2013;Ejiwale, 2013;Jita & Ndlalane, 2009). The issues of what kind of knowledge is adequate for making effective instructional decisions or designing appropriate learning environments are on the agenda of current research world-wide (Malcolm & Alant, 2004).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…However, for many Physical Sciences teachers, this topic is considered difficult to teach where several studies reported that the majority of teachers experience difficulties when teaching science content at secondary school level (Mokiwa 2014a;2014b;Mudau, 2013;Ejiwale, 2013;Jita & Ndlalane, 2009). In the South African context, Physical Sciences is a subject that investigate physical and chemical phenomenon and it is taught from grades 9 to 12.…”

Section: Introductionmentioning

confidence: 99%

Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa

Mokiwa

2017

EURASIA J MATH SCI T

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The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa. Qualitative methodology of interviews and document analysis were used to collect data from five participants that were purposively selected. One specific research question was addressed: what practices inform Physical Sciences teachers when teaching periodic table of elements? Results showed that all participants were able to describe specific teaching and learning difficulties, such as relating the properties of substances to characteristics of the constituent particles. They further, recognised the importance of using models of atoms and molecules to promote understanding. These findings have implications for science teaching, learning and teacher education.

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Barriers To Successful Implementation of STEM Education

Cited by 177 publications

References 23 publications

Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge

Supporting integrated STEM in the elementary classroom: a professional development approach centered on an engineering design challenge

Understanding the delivery of a Canadian-based after-school STEM program: a case study

Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa

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