Disentangling the Meaning of STEM: Implications for Science Education and Science Teacher Education

Akerson, Valarie L.; Burgess, Angela R.; Gerber, Alex; Guo, Meize; Khan, Taukir Ahmed; Newman, Steven

doi:10.1080/1046560x.2018.1435063

Cited by 59 publications

(46 citation statements)

References 9 publications

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“…While performance in STEM subjects is an area of concern, there is evidence of increasing STEM subject engagement by secondary students (Christensen et al 2015). Innovations are arising in STEM education which promote a deeper understanding of the interdependent nature of Science, Technology, Engineering, and Mathematics through links to authentic contexts (Akerson et al 2018;Means et al 2017;Parker et al 2016). STEM pedagogies that are centred on inquiry-based, problem-based, and collaborative learning across disciplines (Chiu et al 2015) have been associated with higher STEM dispositions (Christensen et al 2015), are more authentic to STEM careers (Chiu et al 2015), and have been shown to promote deeper levels of problem-solving and higher-order thinking in students (Johnson et al 2015).…”

Section: Stem Educationmentioning

confidence: 99%

Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

et al. 2019

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In order to supply a future Science, Technology, Engineering, and Mathematics (STEM) workforce, Australia needs to engage its most capable and gifted secondary students in quality STEM learning, either within school or through extra-curricular opportunities, so that they will continue into STEM-based tertiary degrees. High-achieving students in rural communities may face additional barriers to STEM learning that can limit their ability to pursue advanced STEM studies and occupations. This small-scale research project sought to explore a group of gifted lower secondary students' engagement and experiences in a STEM programme designed around a local rural knowledge model as reported by Avery (2013), which uses local knowledge as a vehicle for science learning. This multi-method study was conducted with 26 students years 7 and 8 in a rural school. Information about students' general science class experiences were collected quantitatively. These experiences contrasted the local rural knowledge programme, where the students worked with an ecologist and experienced science educators to rehabilitate small plots of damaged land close to the school site. Qualitative data were collected throughout the programme to determine its influence on students' engagement and learning in STEM. The research found that the local rural knowledge model enhanced students' engagement in STEM learning and they felt that they retained knowledge better as a result of the authentic learning experience. Students also engaged the wider community in the process, leading to broader translation of the STEM learning.

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Section: Stem Educationmentioning

confidence: 99%

Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

et al. 2019

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“…En conexión con este marco económico, didáctico y político, en los últimos años ha emergido en el espacio de la innovación educativa el término STEM, acrónimo de los términos en inglés Science, Technology, Engineering, Mathematics. El término STEM genera desconcierto entre profesionales y es usado con distintos significados dentro del mundo educativo (Akerson et al 2018, Bybee 2010, Brown et al 2011, Couso 2017, National Research Council 2014. Esto se debe a que, en realidad, el término no hace referencia directa a ninguna metodología, sino que se refiere al marco expuesto (en particular al económico) y cobija a todos los elementos educativos (precedentes o de nueva creación) que puedan ser de utilidad para su consecución.…”

Section: El "Paraguas" Stemunclassified

Qué proyectos STEM diseña y qué dificultades expresa el profesorado de secundaria sobre Aprendizaje Basado en Proyectos

Domènech-Casal¹,

Lope²,

Mora³

2019

Rev_Eureka_ensen_divulg_cienc

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Resumen: El movimiento educativo STEM persigue incrementar las vocaciones científico-tecnológicas y conecta distintas herramientas, perspectivas y metodologías didácticas. El aprendizaje basado en proyectos (ABP) es una metodología privilegiada para la concreción de los objetivos STEM. Se ha llevado a cabo una formación a 82 docentes de secundaria (especialidades de Ciencias, Matemáticas, Tecnología) sobre ABP STEM, estructurada en dos módulos: presentación de buenas prácticas y diseño de propuestas con la ayuda de mentores. Se han analizado 87 proyectos diseñados por los participantes en relación a distintas componentes didácticas (Contexto, Conflicto, Discurso, Contenidos, Apertura, Interdisciplinariedad) y se han identificado 4 tipos principales de proyectos. Se analizan y discuten las percepciones del profesorado sobre las estrategias formativas y sus percepciones sobre dificultades y potencialidades de la metodología ABP en el despliegue STEM. Palabras clave: Aprendizaje Basado en Proyectos; STEM; Educación Secundaria; Formación de profesorado Which projects design and which difficulties express on Project-Based Learning Secondary Education teachers. Analysis of 87 project proposals Abstract: The STEM proposal aims to promote Science and Technology careers and connects with several pedagogic tools, perspectives and methodologies. Project-Based Learning (PBL) is a candidate methodology for STEM development. We have set a training activity on PBL applied to STEM for 82 in-service teachers (Science, Technology and Mathematics teachers). This program has been structured in two modules: presentation of good practices and design of new projects with several scaffolds (canvas, mentoring). We have analysed 87 PBL proposals designed by the participants according several didactic components (Context, Conflict, Discourse, Contents, Openness, Interdisciplinary) and identified 4 main kinds of projects. We analyse and discuss perceptions of teachers on PBL applied to STEM and teacher-training strategies.

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“…Science which is the first of the four fields improves the human understanding of the physical world while developing research, experimentation and collaborative skills [2]. Science is based on observation, experiment, measurement and laws and its values include independence of thought, creativity, tentativeness, subjectivity, testability and cultural and social embeddedness [3]. Second is technology, which is the satisfaction of human needs and wants using knowledge and skills needed to interface between science and the real world.…”

Section: Introductionmentioning

confidence: 99%

“…Lastly is mathematics which is packed with skills needed to interpret and analyse information, simplify and solve problems, assess risk, make informed decisions and further understand the world through modelling both abstract and concrete problems. Mathematics is concerned with the study of number, shape, space, quantity and their interrelation [2,3]. Field-specific definitions like his are static as definitions of STEM transcends disciplinary lines.…”

Section: Introductionmentioning

confidence: 99%

Introductory Chapter: Theorising STEM Education in the Contemporary Society

Fomunyam¹

2020

Theorizing STEM Education in the 21st Century

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Disentangling the Meaning of STEM: Implications for Science Education and Science Teacher Education

Cited by 59 publications

References 9 publications

Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

Qué proyectos STEM diseña y qué dificultades expresa el profesorado de secundaria sobre Aprendizaje Basado en Proyectos

Introductory Chapter: Theorising STEM Education in the Contemporary Society

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