Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

Mathers, Naomi; Pakakis, M; Christie, Ian

doi:10.1016/j.actaastro.2011.05.029

Cited by 8 publications

(4 citation statements)

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“…Many science teachers expressed a lack of confidence in explaining STEM applications to their students in the classroom (El-Deghaidy & Mansour, 2015). Mostly due to the inadequacy of STEM content knowledge (Mathers et. al., 2011;Smith et al, 2015).…”

Section: Challenges To Implement Integrated Stemmentioning

confidence: 99%

A Needs Analysis Study for the Preparation of Integrated STEM Instructional Practices through Scientist-Teacher-Student Partnership (STSP)

Ismail¹

2022

ASMScJ

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The current COVID19 global pandemic forces teachers to adapt to the current situation and to come out with alternative teaching methods and STEM instructional practices to make sure the objective of equipping students with STEM knowledge, skills and capabilities could be achieved. Moreover, the declining trends of students choosing STEM subjects and careers in Malaysia have triggered research and initiatives on exploring effective approaches in science classrooms. This qualitative study intends to explore the best way to integrate STEM components through interdisciplinary and integrated approaches across science subjects (biology, physics, and chemistry) through a scientist-teacher-student partnership (STSP) initiative. The researchers employed purposive sampling to select 6 scientists and 6 science teachers for this need analysis study. Three round table discussions were conducted where data were collected through focus group interviews. Constant comparative methods were used for data analysis to identify ‘needs’ to be included in the integrated STEM instructional practices. The scientists and teachers validated the data obtained during a one-day workshop. Based on their consensual agreement, three (3) themes have emerged which are (1) the focus of the integrated STEM instructional practices, (2) the important elements of the integrated STEM instructional practices, and (3) the strategies for lesson implementation. The results of this study uncovered the bilateral perspectives of integrated and interdisciplinary STEM instructional practices between the scientists as knowledge practitioners and experts in STEM and teachers, the curriculum implementer and agent of change in the STEM classroom.

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Section: Challenges To Implement Integrated Stemmentioning

confidence: 99%

A Needs Analysis Study for the Preparation of Integrated STEM Instructional Practices through Scientist-Teacher-Student Partnership (STSP)

Ismail¹

2022

ASMScJ

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“…As shown in Tables 8 and 9, the results revealed that most STEM activities were implemented in the classroom, which was found in 69% of the literature with a growth rate of 725%. Few studies reported out-of-school programs such as afterschool programs or clubs or summer camps or workplaces, which have gained researchers' attention in the last 5 years, such as [38][39][40][41]. Tables 10 and 11 show the proportions and the growth rates, respectively, of how participants interacted from 2011 to 2020.…”

Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

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“…1,3 Early exposure of engineering disciplines provides unique opportunity for the high school students to evaluate engineering profession as a future career. 4 In addition to early engineering exposure, a more useful aspect of attending an introductory engineering program may be to earn transferable college credits.…”

Section: Introductionmentioning

confidence: 99%

Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

Tyagi¹,

Newman²

2019

Preprint

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Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

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Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

Cited by 8 publications

References 0 publications

A Needs Analysis Study for the Preparation of Integrated STEM Instructional Practices through Scientist-Teacher-Student Partnership (STSP)

A Needs Analysis Study for the Preparation of Integrated STEM Instructional Practices through Scientist-Teacher-Student Partnership (STSP)

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

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