Integrative STEM Education and Leadership for Student Success

Geesa, Rachel Louise; Stith, Krista M.; Teague, Ginger M.

doi:10.1007/978-3-030-39666-4_36-1

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…This corresponded with a decrease in traditional scientific equipment (Table 4) Role model interventions are wide-spread, with goals of increasing the representation of women in STEM (Casad et al, 2018). Exposure to female scientists through career talks in schools increases girls' preferences for STEM (González-Pérez et al, 2020). Science outreach often uses inschool visits (e.g.…”

Section: Shifts Away From Traditional Conceptions Of Scientistsmentioning

confidence: 99%

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A comic-based conservation lesson plan diversifies middle school student conceptions of scientists

Meaders,

Gardiner,

Wynns

et al. 2023

J-STEM

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Role model interventions that are tied to place based-learning and classroom curricula may be effective tools for promoting diversity in STEM. To evaluate this premise, we developed a sixth-grade lesson plan that focused on teaching environmental conservation and highlighting diverse women in science. Our curricula used a three-touch educational model consisting of comic-based lesson plans, a local “field trip” to Cabrillo National Monument, trading cards featuring 19 diverse women scientists, and a conservation capstone poster presentation - all aligned to Next Generation Science Standards - to create a meaningful experiential and project-based module. To evaluate the program, we used a mixed-methods, change over time model, including the Draw-a-Scientist test (DAST) to assess if student perceptions of scientists were altered from the curricula. Overall, thirty-three students completed the DAST before and after participation, and we found that science stereotypes held by students decreased after participation in the lesson plan. By using innovative tools such as art and comics for science education/outreach that feature characters representing a diverse array of scientists with intersectional identities, educators can help shift student perceptions on who can be a scientist, potentially increasing diversity in scientific fields.

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Section: Shifts Away From Traditional Conceptions Of Scientistsmentioning

confidence: 99%

“…Increased representation of historically marginalized groups provides one avenue of meeting increased workforce needs of STEM talent. Representation and inclusion of historically marginalized individuals in the STEM workforce is a matter of equity and social justice (Briggs, 2017;Geesa et al, 2021).…”

mentioning

confidence: 99%

A comic-based conservation lesson plan diversifies middle school student conceptions of scientists

Meaders,

Gardiner,

Wynns

et al. 2023

J-STEM

View full text Add to dashboard Cite

show abstract

“…We created several sub-indicators (also called “secondary indicators”) to explore the chosen cases. In accordance with Sections “Theoretical background” and “Key features of STEM,” and coupled with relevant studies ( Clarke, 2015 ; Jiang and Cai, 2017 ; Lin, 2017 ; National Institute of Education Sciences, 2017 ; Shaw, 2018 ; Kang, 2019 ; Office of Educational Technology, 2019 ; Durovic, 2020 ; Falloon et al, 2020 ; Geesa et al, 2021 ; Lakanukan et al, 2021 ; Sirajudin and Suratno, 2021 ), we decomposed the six primary indicators into secondary indicators as displayed in Table 3 .…”

Section: Analytical Metricsmentioning

confidence: 99%

K–12 Science, Technology, Engineering, and Math characteristics and recommendations based on analyses of teaching cases in China

Zheng

Yang

et al. 2022

Front. Psychol.

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Science, Technology, Engineering, and Math (STEM) education emphasizes solving problems in authentic contexts and developing 21st-century skills. It also helps to cultivate individuals possessing scientific curiosity and innovative abilities. These capacities align with China’s core literacy training. Recent years have seen K–12 STEM cases flourish nationally. However, little attention has been paid to the shared characteristics of these practices, and suggestions for implementing STEM in primary and secondary schools are scarce. This paper presents commonalities in STEM practices within China from a curriculum perspective and offers recommendations for implementation based on these attributes. Specifically, this study first constructed analytical metrics via the Delphi method to assess STEM cases. Next, 51 typical STEM teaching cases in different regions of China were analyzed using these metrics. Based upon the statistical results, five characteristics of STEM cases were summarized: China’s STEM education has an unbalanced geographical distribution; current practices benchmark the need for innovative talent training; most instructional content is drawn from real-world problems, but interdisciplinary integration deserves closer focus; the cases featured rich teaching activities and were conducted in a project-based learning fashion with insufficient emphasis on mathematical applications; and China seems to be holistically promoting STEM education, especially through new technologies and supplementary materials. Findings should allow instructors to better understand the intricacies of STEM implementation and to promote successful STEM cases. Recommendations are also provided to optimize the localization of STEM education in China in order to cultivate innovative and interdisciplinary talent.

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Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support

Chen

Geesa

Izci

et al. 2021

The Teacher Educator

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Integrative STEM Education and Leadership for Student Success

Cited by 3 publications

References 26 publications

A comic-based conservation lesson plan diversifies middle school student conceptions of scientists

A comic-based conservation lesson plan diversifies middle school student conceptions of scientists

K–12 Science, Technology, Engineering, and Math characteristics and recommendations based on analyses of teaching cases in China

Investigating Preservice Teachers’ Science and Mathematics Teaching Efficacy, Challenges, and Support

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