Introductory Chapter: Theorising STEM Education in the Contemporary Society

Fomunyam, Kehdinga George

doi:10.5772/intechopen.90422

Cited by 2 publications

(2 citation statements)

References 7 publications

(7 reference statements)

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“…Integrated STEM education refers to the teaching and learning of concepts, ideas, and attitudes from two or more STEM disciplines enacted by using various approaches such as problem-and inquiry-based learning (Rose et al, 2019;Sari et al, 2020;Tan et al, 2019). STEM education has been argued to be important because it imbues the knowledge, skills and dispositions necessary for students to remain competitive in the FIR era characterised by digitalisation and automation (Fomunyam, 2020;Nugroho et al, 2019;Rose et al, 2019;Sari et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Instructional Leadership of STEM Educators in Thailand

Teo

Faikhamta

Lau

2022

STEM

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This article reports on the survey findings of a study on the STEM leadership of 134 STEM middle school educators (118 teachers and 16 principals) in Thailand who led in STEM curriculum writing and teaching in their schools. The data were analysed using Rasch analysis of three constructs, namely, their views about STEM teaching, STEM capital and self-empowerment to teach STEM lessons. The findings showed that the educators generally responded positively to the three constructs. They thought that STEM should be integrated and could potentially stand alone as an independent discipline. The teachers wished for more resources and had the support of colleagues. The teachers lacked confidence in STEM teaching. Implications for specific areas of support, especially the forming of STEM professional learning communities to support the teachers, are suggested.

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Section: Introductionmentioning

confidence: 99%

Investigating the Instructional Leadership of STEM Educators in Thailand

Teo

Faikhamta

Lau

2022

STEM

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“…In contrast, the fun aspect of such resources keeps them constantly motivated to continue learning inside and outside the classroom. Although STEM is not a settled curriculum, neither aims to take the place of the national curriculum parameters, STEM has the intention of providing flexible and enriching learning through practical and playful resources, encouraging both teachers and students throughout the process of making teaching and learning fun and rewarding activities for a long-term advantage 1 .…”

Section: Introductionmentioning

confidence: 99%

The National Energy Education Development (NEED) Project Impact on STEM Education in K-12 Schools

Alzarrad,

chowdhury,

Delduque

2023 ASEE North Central Section Conference Proceedings

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He graduated with dual bachelor's degrees in Civil Engineering and Business Administration from the University of South Alabama. He received his M.Sc. and Ph.D. in Civil Engineering from The University of Alabama. Before assuming his current position, he was an Assistant Professor in the Department of Civil Engineering and Construction at Bradley University. Prior to joining academia, Dr. Alzarrad was a Virtual Design and Construction (VDC) manager at an engineering design firm in Chicago, where he managed multi-million projects (i.e., Wrigley Field restoration and expansion project). Dr.

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Introductory Chapter: Theorising STEM Education in the Contemporary Society

Cited by 2 publications

References 7 publications

Investigating the Instructional Leadership of STEM Educators in Thailand

Investigating the Instructional Leadership of STEM Educators in Thailand

The National Energy Education Development (NEED) Project Impact on STEM Education in K-12 Schools

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