Engaging STEM Students From Rural Areas

Rogers, Reenay R. H.; Sun, Yan

doi:10.4018/978-1-5225-6341-9

Cited by 8 publications

(7 citation statements)

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“…This lack of capacity may be attributed to many factors, including the teacher-centredness of some teaching strategies in which knowledge and assessment-centred environments are prioritised. This contrasts with crucial STEM skills of collaboration, communication, and problem-solving (Rogers & Sun, 2019). Herro and Quigley (2017) adduce that the STEM educational approach has not provided the much-needed knowledge to help learners to acquire the skills and attitudes needed to spur critical thinking in the learning of science.…”

Section: The Stem Educational Approachmentioning

confidence: 99%

“…Moreover, the number of learners choosing STEM careers is declining when the demand for people to fill scientific positions is rapidly increasing (Hillman et al, 2016). The poor performance of learners from the USA in science and mathematics is also a concern that points to the need for improved STEM education (Rogers & Sun, 2019).…”

Section: The Stem Educational Approachmentioning

confidence: 99%

“…The shortcomings of the STEM educational approach in providing the solution to improved learner performance in science, coupled with overall learner underperformance, is a cause for concern. This is indicative of a system that cannot provide the learners with the knowledge and skills needed for academic success (National Academy for Science, 2012, online; Rogers & Sun, 2019) in the 21 st century. This lack of capacity may be attributed to many factors, including the teacher-centredness of some teaching strategies in which knowledge and assessment-centred environments are prioritised.…”

Section: The Stem Educational Approachmentioning

confidence: 99%

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The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

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Section: The Stem Educational Approachmentioning

confidence: 99%

Section: The Stem Educational Approachmentioning

confidence: 99%

Section: The Stem Educational Approachmentioning

confidence: 99%

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The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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“…Recent studies show that web-based and online applications in STEM education can be used effectively to teach rural students’ frameworks for problem solving and logical thinking (Kefalis and Drigas 2019; National Academies of Sciences, Engineering, and Medicine 2018). The ability to provide access for remote or distance research opportunities increases student retention in the STEM fields (Rogers and Sun 2018). Research can also benefit communities outside the academy.…”

Section: Mentoring Native Students Through Researchmentioning

confidence: 99%

Connecting Native Students to STEM Research Using Virtual Archaeology

Cannon

Cohen

Jimenez

2021

Adv. archaeol. pract.

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Universities struggle to provide meaningful education and mentorship to Native American students, especially in STEM fields such as archaeology and geography. The Native American Summer Mentorship Program (NASMP) at Utah State University is designed to address Native student retention and representation, and it fosters collaboration between mentors and mentees. In spring 2020, as university instruction went online due to the COVID-19 pandemic, NASMP mentors were faced with adapting hands-on activities and face-to-face interaction to an online format. Using our Water Heritage Anthropological Project as a case study, we show how virtual archaeological, archival, spatial, and anthropological labs can be adapted for online delivery. This approach may be especially useful for reaching students in rural settings but also for engaging students in virtual or remote research in the field sciences.

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“…The lack of adequate resources is especially acute in traditionally minority and rural schools (Smedley et al, 2001). The U.S. Census Bureau expects that by 2050 over 50% of the US population will be minority, but projections indicate that if nothing changes, minorities will remain greatly underrepresented in STEM higher education and careers (Bidwell, 2015; Museus et al, 2011; Rogers and Sun, 2018). Historically, only 5% of underrepresented individuals are in STEM occupations (National Science Foundation, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Dizbay-Onat¹,

Wyss

2018

JSTEM

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This study describes a program that the University of Alabama at Birmingham (UAB) carried out in partnership with Birmingham City Schools (BCS) to test an educational intervention, i.e., Hands-On Physics (HOP), among 8th grade students in predominantly minority schools. It also evaluated teachers’ demographics and educational backgrounds. The students conducted four physics experiments during a three day period. They performed better on post-tests. The actual and the percent gains in knowledge for each school were essentially equal for the schools that had passing versus failing grades in annual state assessment (20.4±5.6/49.0±5.6%, 20.4±2.7/48.4±8.3%, respectively). Most students (53%) stated that they were comfortable with science, 88% indicated that they were planning to enter higher education, and 86% agreed that higher education was very important for their future. The students’ major perceived obstacles to higher education were education cost and low grades. The teachers were primarily between 40–59 years old (60%), female (80%) and African-American (93%), and 87% majored in biology (93%). Forty percent had a bachelor’s degree and 60% had a master’s degree. They reported that they needed more support teaching physics and reported that a lack of materials and time were the main obstacles to provide the highest quality science educational experiences.

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Engaging STEM Students From Rural Areas

Cited by 8 publications

References 0 publications

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Connecting Native Students to STEM Research Using Virtual Archaeology

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

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