Examining ways to meaningfully support students in STEM

Martin-Hansen, Lisa

doi:10.1186/s40594-018-0150-3

Cited by 65 publications

(44 citation statements)

References 25 publications

(17 reference statements)

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“…Integrated STEM education refers to an integrated approach of the disciplines that form its acronym (science, technology, engineering and mathematics). It has opened an alternative route both for the teaching and the learning of those disciplines [24][25][26][27], pursuing the integration and the cohesive development of scientific and technical material within an interdisciplinary framework [28,29]. This is done so that central scientific ideas may be explored with experimental components [30], through a more or less extensive integration of the knowledge that arises from the disciplines that form its acronym [29].…”

Section: Theoretical Approachmentioning

confidence: 99%

Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021

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An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

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Section: Theoretical Approachmentioning

confidence: 99%

Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021

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“…In theory, authentic learning can help students better judge the reliability of information, develop and follow longer arguments, identify patterns, and become more flexible and dynamic collaborators across disciplines and cultural boundaries (Lombardi 2007). Studies of undergraduate students show that authentic learning experiences may contribute to increased empathy (Donnelly et al 2019), increased understanding of the theoretical underpinnings of a field (Smith et al 2015), and the development of stronger STEM identities (Anthony et al 2017, Martin-Hansen 2018, Mraz-Craig et al 2018. Authentic learning experiences may also contribute to increased engagement and self-efficacy measures, particularly for underrepresented students (Chemers et al 2011).…”

Section: Authentic Learning Experiencesmentioning

confidence: 99%

How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020

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Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

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“…Although not explicitly related to 'affect' or 'affective engagement', Martin-Hansen (2018) explores how a positive or negative science, technology, engineering and mathematics experiences affect the formation of an individual's STEM identity. She clarifies how presenting STEM concepts and ideas is not merely enough to guarantee student interest, enjoyment or that they are deeply internalizing the knowledge.…”

Section: Affect and Stemmentioning

confidence: 99%

“…Therefore, when learning and teaching STEM related subjects, it should be acknowledged that an individual's culture and belief system are relevant at all periods of inquiry and problem solving. If students are to be recruited and retained in STEM fields, they need to have a positive STEM social identity (Martin-Hansen, 2018).…”

Section: Affect and Stemmentioning

confidence: 99%

Affect and Engagement in STEM Education

Attard

Grootenboer

Attard

et al. 2020

STEM Education Across the Learning Continuum

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The current interest and focus on STEM education is largely a response to affective issues related to participation and engagement in mathematics and science. Concerns about low levels of interest and engagement are key factors in students opting out of these subjects, attaining low levels of achievement leading to declining enrolments and concerns about shortages in people taking up STEM focused careers. This has created a sense of urgency and stakeholders have seen STEM education as a way to ameliorate these issues and concerns. However, the issues are, at least partially, fundamentally affective in nature, and so the response of educators to the current crisis must also be 'affective'. In this chapter we examine the philosophical and theoretical foundations of current STEM education approaches, and then interrogate current research relating to STEM education, with a particular focus on Australia, to examine whether affective issues are central in current STEM initiatives.

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Examining ways to meaningfully support students in STEM

Cited by 65 publications

References 25 publications

Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

How to foster the formation of STEM identity: studying diversity in an authentic learning environment

Affect and Engagement in STEM Education

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