The Need for a STEM Road Map

Moore, Tamara J.; Johnson, Carla C.; Peters‐Burton, Erin E.; Guzey, S. Selcen

doi:10.4324/9781315753157-1

Cited by 52 publications

(39 citation statements)

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“…Camtasia video editing software was used to remove any teacher reflections in the videos beforehand so as not to influence participants’ thoughts. All the videos were aligned with the conception of integrated STEM education (Moore et al, ), and contained students: actively engaged in standard‐based integrated STEM content and practices; working on real‐world problems; in small groups; designing, testing, evaluating, redesigning and communicating engineering solutions; using relevant technology.…”

Section: Methodsmentioning

confidence: 99%

“…Exemplifying integrated STEM, Moore, Johnson, and Peters‐Burton () provide the following definition: “the teaching and learning of the content and practices of disciplinary knowledge which include science and/or mathematics through the integration of the practices of engineering and engineering design of relevant technologies” (p. 24). Herein, the authors discuss six central components of every integrated STEM unit or activity, including: (a) relevant and engaging contexts, (b) engineering design challenges, (c) elements of failure and redesign, (d) standards‐based math and/or science aims within real‐world problems, (e) student‐centered teaching approaches, and (f) an emphasis on teamwork and communication abilities.…”

Section: Integrated Stem Educationmentioning

confidence: 99%

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Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Radloff

Guzey

2017

School Sci & Mathematics

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Nationally, there is a steadily increasing emphasis on the improvement of STEM education. This includes the integration of STEM subjects that have been traditionally taught separately, making it critical that prospective STEM educators are equipped to teach using integrated STEM approaches. Connected, an important challenge is providing preservice STEM teachers with experiences in which they can develop an understanding of how to optimize learning through integrated STEM instruction. A potentially effective way to foster this conceptualization is through video analysis of integrated STEM practices. To investigate this possibility, here we present a semester-long study focused on engaging preservice STEM teachers with observing, analyzing, and reflecting about instructional STEM practices through a videobased intervention. Findings suggest that viewing and reflecting on integrated STEM practices may enhance preservice STEM teachers' conceptions of integrated STEM approaches, representing a practical method of preservice STEM teacher professional development.

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Section: Methodsmentioning

confidence: 99%

Section: Integrated Stem Educationmentioning

confidence: 99%

Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Radloff

Guzey

2017

School Sci & Mathematics

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“…In grades K‐12, engineering design is introduced as the core of engineering practice, with design in this context referring to a systematic and iterative decision‐making process (Brophy, Klein, Portsmore, & Rogers, ; Dym, Agogino, Eris, Frey, & Leifer, ; Guzey, Tank, Wang, Roehrig, & Moore, ; Guzey et al, ; Moore, Johnson, Peters‐Burton, & Guzey, ; NAE, ; NRC, ). For example, in a design‐based science unit, students design vehicles following an iterative design process in which they first develop a prototype (e.g., a modestly working vehicle), experiment with the variables to discover ways to design an improved prototype (e.g., forces acting on the car), and redesign (e.g., a car that travels farther) (Guzey et al, ).…”

Section: Introductionmentioning

confidence: 99%

Student Participation in Engineering Practices and Discourse: An Exploratory Case Study

Guzey

Aranda

2017

J of Engineering Edu

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Background The integration of science and engineering practices in K‐12 science education provides a platform for students to engage in productive classroom discourse supporting deep student understanding and reasoning in a real‐world context. However, the engineering design discourse in K‐12 science classrooms has not yet been fully examined. Purpose This article aims to explore the decision‐making processes and verbal interactions of eighth grade students as they engage in a 12‐day engineering design‐based science unit. The following research questions guided the study: (a) How do student discourse patterns and interactions affect design decisions? (b) How do the instructor's discursive interactions in design groups influence student design? Method In this exploratory case study, discursive patterns and interaction patterns between four student groups and their instructor were captured through audio and video recordings. Results The design discourse structure and patterns differed among groups, affecting their design decisions. There was also a difference in both the number of new ideas generated and, most notably, the level of student engagement in those groups. In addition, the complexity of design decisions varied, with most groups focusing on financial feasibility rather than scientific reasoning. Finally, it was observed that the instructor discourse influenced student engagement in design discourse and the use of scientific reasoning and justifications in small group discussions. Conclusions This discourse study offers insight into students’ scientific reasoning in an effort to help educators more effectively structure instruction discourse and practices in engineering design in K‐12 science education.

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“…Students first define a problem within its limitations, then search it and identify potential solutions via brainstorming, followed by interaction and sharing with each other (Bender, 2017;Jolly, 2017). In this process, students can develop different approaches in order to improve their problem solution skills, creativity, and higher-level thinking skills (Bender, 2017;Moore, Johnson, Peters-Burton & Guzey, 2016). This nature of STEM courses requires problem solution and project-based learning in the instructional process.…”

Section: What Is Stem Training?mentioning

confidence: 99%

The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training

Acar

Tertemiz

Taşdemir

2018

iejee

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This study aims to identify the effects of STEM training on the academic achievement of 4th graders in science and mathematics, as well as their views about STEM training. The study group consisted of 4th graders with similar science and mathematics achievement levels from two separate elementary schools with similar socioeconomic profiles in Niğde. The study used the quasi experimental pretest-posttest control group design and focus group interview technique. The data were collected by using the Science Achievement Test, Mathematics Achievement Test and a quasi structured interview form. The results showed that STEM training affects science and mathematics achievement, students have positive views about the training, wish to see more of it in future courses, and may consider choosing STEM areas for their future careers.

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The Need for a STEM Road Map

Cited by 52 publications

References 0 publications

Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Investigating Changes in Preservice Teachers’ Conceptions of STEM Education Following Video Analysis and Reflection

Student Participation in Engineering Practices and Discourse: An Exploratory Case Study

The Effects of STEM Training on the Academic Achievement of 4th Graders in Science and Mathematics and their Views on STEM Training

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