STEM for Everyone: A Mixed Methods Approach to the Conception and Implementation of an Evaluation Process for STEM Education Programs for Students With Disabilities

Griffiths, Amy Jane; Brady, John; Riley, Nicholas; Alsip, James; Trine, Vanessa; Gomez, Lauren

doi:10.3389/feduc.2020.545701

Cited by 8 publications

(10 citation statements)

References 39 publications

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“…In the first instance, as the basis of the questionnaire used, a review of the dimensions and evaluation criteria presented by the ICT standards for students (ISTE, 2007) was conducted, to later compare the questions and dimensions of the CDAES questionnaire described and validated by Gutierréz-Castillo et al (2017). The questionnaire included a section on informed consent and characterization of the participating subjects.…”

Section: Methodsmentioning

confidence: 99%

“…A second phase refers to the analysis of the study plan programs associated with STEM, ICT, Frontiers in Education 01 frontiersin.org Elías et al10.3389/feduc.2022.932609 the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions. KEYWORDS STEM-digital-skills, stem, teacher education, chemistry teachers, STEM-education divide deepened, affecting people with lower incomes and education levels, evidenced by a lack of adequate electronic devices or knowledge of their use (Ferrer, 2021), meaning not all students had the same opportunities, tools, or access to online classes, and resulting in an interruption and decline in education for many (Griffiths et al, 2021; Human Right Watch, 2021).The hurried transition from face-to-face classes with limited access and use of digital resources, to classes based almost entirely on these media, was mediated by information and communication technologies (ICT) (Li and Lalani, 2020), forcing students to modify their methods of learning and teachers to modify their teaching strategies (Ruz-Fuenzalida, Frontiers in Education 02 frontiersin.org…”

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confidence: 99%

“…10.3389/feduc.2022.932609 the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions. KEYWORDS STEM-digital-skills, stem, teacher education, chemistry teachers, STEM-education divide deepened, affecting people with lower incomes and education levels, evidenced by a lack of adequate electronic devices or knowledge of their use (Ferrer, 2021), meaning not all students had the same opportunities, tools, or access to online classes, and resulting in an interruption and decline in education for many (Griffiths et al, 2021; Human Right Watch, 2021).…”

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confidence: 99%

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Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

Elías¹,

Pérez²,

Cassot³

et al. 2022

Front. Educ.

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Citizens of the twenty-first century use specific skills to solve real-life problem situations, propose interdisciplinary solutions, and sustainably solve their communities’ socio-scientific and technological problems, locally and globally. Science, technology, engineering, and mathematics (STEM) education is an integrated and interdisciplinary teaching-learning space. STEM careers are subject to gender gaps in terms of access to higher education, and only a quarter of female students follow a STEM career. Moreover, later in their professional careers, women often obtain lower salaries and income in the STEM professions. STEM education seeks to actively engage students by incorporating technologies into teaching-learning processes since, favoring searching, analysis, solution, and simulation of socio-scientific problems. The latter has become highly visible during the pandemic caused by COVID-19, particularly in emergency remote education measures. Information and communication technologies (ICT) plays a role in online education, either via the knowledge involved in school curricula or an understanding of how the pandemic has evolved. This is a triple task for professors since they must have the right skills to train citizens of the twenty-first century, build new stimulating learning spaces for their highly technologized students, and develop these skills in their students. This article reviews the concepts associated with digital and STEM skills by analyzing a case study, exploring the perception of students in terms of their development of these competencies, and the commitments required in the study plans made by a Professor of Chemistry in a Chilean state university. A mixed investigation was undertaken, considering three phases with different methodologies. The first phase consisted of a bibliographic study, comparing both the digital and STEM skills of several organizations in Chilean education (UNESCO, MINEDUC, and ISTE). ISTE was used as the basis of the applied questionnaire to establish coherence in the dimensions coming from different reference frames. A second phase refers to the analysis of the study plan programs associated with STEM, ICT, and chemistry teaching, through an Analysis Matrix of Aprioristic Categories. In a third phase, the development of digital skills in undergraduate Chemistry students and professors were evaluated through the Digital Competence Questionnaire of Higher Education Students. Based on UNESCO information, the STEM competencies address both the content and its application to problems related to STEM careers in a manner consistent with the training model for science and chemistry teachers. In the case of digital skills, UNESCO integrates international reference frameworks respecting each country’s laws, enabling them to adapt them. In Chile, MINEDUC focuses on teachers’ use of digital tools to improve the teaching-learning processes of students; and ISTE is focused on the skills of higher education. The analysis of the study programs shows that students’ digital skills do not meet the requirements of the Chilean Ministry of Education (MINEDUC). However, the programs enhance more complex cognitive levels when the curricula advance, promoting STEM skills. The digital competence questionnaire for higher education students (CDAES) survey showed a development proportional to the curricular pursuit of the students where, in the first year of the degree, the students declare positive answers in 60.5% of the items consulted. This trend increases in the second and third years (90.7% of positive answers) and the fourth and fifth years (93.0 and 95.4% of positive answers). It remains a challenge to develop skills to design, create or modify technological educational media that promote the use of digital and STEM skills. In conclusion, this research proposes digital and STEM skills for teacher training, discussing the relevance of their integration in STEM teaching and learning. The teacher training curriculum does not have an explicit association with digital and STEM skills, although it addresses the skills required by national and international benchmarks. However, the students indicate positive attitudes toward the digital skills developed progressively during their training as teachers. As future Chemistry teachers, they value the development of digital teaching skills that allow them to address the challenges that arise in the classroom and thus promote the appreciation of STEM careers, which helps form citizens with more sustainable intentions.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

See 1 more Smart Citation

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

Elías¹,

Pérez²,

Cassot³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…MMR is often used in social and behavioral studies, such as education or health, to strengthen the reliability of qualitative data, allowing to put quantitative results in a context and enriching the findings and conclusions (Creswell and Clark, 2003 ; Onwuegbuzie and Johnson, 2006 ; Anguera et al, 2012 ; Fàbregues et al, 2019 ). In the specific context of this work, using mixed methods can both increase the validity and reliability of the data collected with the designed instruments and improve the evaluation procedure to measure the impact of the initiative (Shekhar et al, 2019 ; Griffiths et al, 2021 ; Hargraves et al, 2021 . In this sense, the aim of the study is to design and validate a set of different instruments for measuring the impact on students, parents and teachers of a program promoting STEM vocations that can be used on a large scale by other researchers.…”

Section: Methodsmentioning

confidence: 99%

On the Design and Validation of Assessing Tools for Measuring the Impact of Programs Promoting STEM Vocations

et al. 2022

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This paper presents the design and validation process of a set of instruments to evaluate the impact of an informal learning initiative to promote Science, Technology, Engineering, and Mathematics (STEM) vocations in students, their families (parents), and teachers. The proposed set of instruments, beyond assessing the satisfaction of the public involved, allow collecting data to evaluate the impact in terms of changes in the consideration of the role of women in STEM areas and STEM vocations. The procedure followed to develop the set of instruments consisted of two phases. In the first phase, a preliminary version (v1) of the questionnaires was designed based on the objectives of the Girls4STEM initiative, an inclusive project promoting STEM vocations between 6 and 18 years old boys and girls. Five specific questionnaires were designed, one for the families (post activity), two for the students (pre and post activity) and two for the teachers (pre and post avitivity). A refined version (v2) of each questionnaire was obtained with evidence of content validity after undergoing an expert judgment process. The second phase was the refinement of the (v2) instruments, to ascertain the evidence of reliability and validity so that a final version (v3) was derived. In the paper, a high-quality set of good practices focused on promoting diversity and gender equality in the STEM sector are presented from a Higher Education Institution perspective, the University of Valencia. The main contribution of this work is the achievement of a set of instruments, rigorously designed for the evaluation of the implementation and effectiveness of a STEM promoting program, with sufficient validity evidence. Moreover, the proposed instruments can be a reference for the evaluation of other projects aimed at diversifying the STEM sector.

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“…Teachers can address the disparities between students in regular instructions and their peers with MLD and autism by implementing evidence-based interventions, such as Modified Schema-Based Instruction (MSBI), which is a problem-solving heuristic approach (Root et al, 2022;Yakubova et al, 2022). students with autism are similar to students with MLD because their achievement is usually low when teachers fail to complement directed pedagogy with student-centered learning (Griffiths et al, 2021;Schnepel & Aunio, 2021;Apanasionok et al, 2021). Lowly educated and unaccredited are unlikely to assess and address disabilities and impairments impeding the achievement of their students in mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Almughyiri

2022

IJSE

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Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

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STEM for Everyone: A Mixed Methods Approach to the Conception and Implementation of an Evaluation Process for STEM Education Programs for Students With Disabilities

Cited by 8 publications

References 39 publications

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

Development of digital and science, technology, engineering, and mathematics skills in chemistry teacher training

On the Design and Validation of Assessing Tools for Measuring the Impact of Programs Promoting STEM Vocations

Special Education Teachers and Student Academic Achievement in Saudi Arabia

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