scholarly journals Becoming a STEM-Focused School District: Administrators’ Roles and Experiences

2021 ◽  
Vol 11 (12) ◽  
pp. 805
Author(s):  
Jeanna R. Wieselmann ◽  
Gillian H. Roehrig ◽  
Elizabeth A. Ring-Whalen ◽  
Thomas Meagher
Keyword(s):  
Stem Education ◽  
Professional Learning ◽  
Research Question ◽  
School Students ◽  
District Administrators ◽  
School District Administrators ◽  
Stem Instruction ◽  
Critical Components ◽  
And Mathematics ◽  
Stem Schools

Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the district’s first STEM school opening in 2012. We addressed the research question: How is a district-wide STEM education vision developed, enacted, and sustained by various administrative stakeholders? We interviewed 11 participants, all of whom had some level of administrative responsibility related to the district’s STEM mission, coded interviews based on the critical components of STEM schools, and used narrative inquiry methods to describe the district’s STEM transition from these administrators’ perspectives. Our analysis revealed that several key critical components were central to this district’s STEM mission. These components included elements related to leadership, reform-based instructional strategies, and teachers’ professional learning. By focusing on different elements at different times and prioritizing several key components throughout, this district was able to achieve its goal of providing STEM instruction to all of the elementary and middle school students.

Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs

2019 ◽  
pp. 649-651
Author(s):  
Ryan G. Zonnefeld ◽  
Valorie L. Zonnefeld
Keyword(s):  
Teacher Preparation ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Interdisciplinary Approach ◽  
Teacher Preparation Programs ◽  
School Students ◽  
Preparation Programs ◽  
And Mathematics ◽  
Certified Teacher

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

Module Development for STEM Education Achievement: A Case Study at the Secondary School Level

2020 ◽  
Vol 17 (2) ◽  
pp. 1085-1089
Author(s):  
Zarith Sofiah Othman ◽  
Nurhuda Ismail ◽  
Ahmad Khudzairi Khalid ◽  
Norbaiti Tukiman
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
School Level ◽  
School Students ◽  
Education Development ◽  
Development Plans ◽  
Education Achievement ◽  
And Mathematics ◽  
Strongly Agree ◽  
Module Development

STEM Education through the Malaysia Education Blueprint 2013–2025 (PPPM 2013–2025) is an important agenda in the transformation of education to prepare the younger generation for the challenges of the 21st century. Over the years, STEM was carried out, but there are still some issues which contribute towards the failure in achieving a policy percentage set of 60% science and 40% literary studies in secondary schools. The target to increase the number of Science students was not achieved. Therefore, this study was conducted to produce a STEM@IDEAS module as an alternative to increase students’ interest and understanding in solving the synopsis of learning in science, technology and mathematics (STEM). The module STEM@IDEAS focuses in competition design and generating prototype products through a variety of synopsis statements. STEM practices provide students with various trainings such as application of knowledge, skills and assessment to solve synopsis. This study has five (5) STEM practice steps and a total of three (3) modules which will be applied using the STEM elements. Furthermore, the STEM@IDEAS module was tested on several groups of four secondary school students around Pasir Gudang, Johor. A questionnaire was used to evaluate if STEM@IDEAS modules are in line with STEM and its impact on students. This survey uses a Likert scale of 0 to 4 to evaluate starting from 0 (strongly disagree) up to 4 (strongly agree) for each question submitted in each section. The STEM@IDEAS module and the above study are expected to be a source of interest and an alternative way for schools to support the nation’s education policy in strengthening the education development plans towards the nation’s progress.

scholarly journals Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

2021 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Cennet GÖLOĞLU DEMİR ◽  
Nagihan TANIK ÖNAL ◽  
Nezih ÖNAL
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Stem Education ◽  
Science Achievement ◽  
Career Planning ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
And Mathematics

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school sixth, seventh and eighth grade students. The data of the current study were collected by using a STEM-oriented attitude scale. In order to analyse the collected data, independent samples t-test, one-way variance analysis and stepwise multiple regression analysis were used. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in the attitudes towards STEM, to increase STEM activities in upper grades and for career planning.

scholarly journals Abridged International Perspectives of Technology Education and Its Connection to STEM Education

2018 ◽  
Vol 10 (4) ◽  
pp. 31 ◽  
Author(s):  
Geoff Wright ◽  
Edward Reeves ◽  
John Williams ◽  
David Morrison-Love ◽  
Fiona Patrick ◽  
...  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Collaboration Networks ◽  
School Students ◽  
Content Areas ◽  
Science Technology ◽  
International Perspectives ◽  
Integrate Technology ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

2021 ◽  
Vol 9 (3) ◽  
pp. 739-752
Author(s):  
Hanife Gamze Hastürk ◽  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stem Fields ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Technology ◽  
And Mathematics ◽  
The Relationship

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

scholarly journals Analysis of Postgraduate Theses Related to STEM Education in Turkey: A Meta-Synthesis Study

2020 ◽  
Vol 13 (2) ◽  
pp. 1-29
Author(s):  
Rabia SARICA
Keyword(s):  
Data Collection ◽  
Stem Education ◽  
Synthesis Method ◽  
World Order ◽  
Learning Approaches ◽  
School Students ◽  
Educational Approach ◽  
Master's Thesis ◽  
And Mathematics ◽  
Education In Turkey

Abstract: Importance and prevalence of STEM, which is a holistic educational approach that includes science, technology, engineering and mathematics, has been increasing in recent years. It is stated that STEM is very important for countries to compete and stand out in the new world order and economy. In this study, postgraduate theses on STEM education in Turkey were investigated by meta-synthesis method. In this context, 58 theses, 9 of which were doctoral and 49 of them were master’s thesis were examined. Topics covered in the theses, research methods used, preferred sample groups, data collection tools and results presented in theses, similar and different aspects were examined in detail. It is understood that various skills, opinions, academic achievement, learning approaches, career, attitudes, and interest/perception are studied in the theses. In the studies, it was determined that mostly mixed, quantitative and qualitative methods were preferred respectively, middle school students and teacher candidates were frequently studied groups, and questionnaire/scale and interview (form) tools were frequently used as data collection tools. The results, similarities and differences of the theses were expressed with key statements and some suggestions were presented.

scholarly journals Enhancing Science Achievement Utilising an Integrated STEM Approach

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 181-205
Author(s):  
Rohaida Mohd Saat ◽  
Akawo Angwal Yaki ◽  
Renuka V. Sathasivam ◽  
Hutkemri Zulnaidi
Keyword(s):  
Achievement Gap ◽  
Stem Education ◽  
Science Achievement ◽  
Research Question ◽  
Instructional Approach ◽  
Integrated Science ◽  
Academic Abilities ◽  
Science Technology ◽  
And Mathematics ◽  
Experimental Group

Purpose – The integrated science, technology, engineering and mathematics (STEM) education has been reported to improve students’ science achievement. Nevertheless, few studies have focused on how this approach affected different ability groups. Lack of equity or the presence of achievement gap can be detrimental because they can reduce medium and low-ability students’ interest in science, which in turn can affect national development. Thus, the purpose of this study is to determine the main and the interaction effects of integrated science, technology, engineering and mathematics (ISTEMA) on students’ science achievement and how this approach affects students with different academic abilities. Methodology – The research adopted a 2x3 factorial design. The sample size consisted of 100 Nigerian science students from Year 11. A total of 51 students with different academic abilities (low, medium and high) were assigned randomly to an experimental group. The experimental group was taught genetics using a fivephased iterative ISTEMA process. Pre-test and post-test data were collected using 40 multiple-choice questions adopted from a national high-stakes examination. Analysis of covariance, paired sample t-test and one-way analysis of variance were utilised in the data analysis. Findings – Findings for research question one revealed a main significant difference in science achievement between year 11 students who learned using ISTEMA and those using traditional methods. No significant interaction effect was observed between the instructional approach and students’ academic abilities, that is, students’ academic abilities and the instructional approach did not interact to enhance students’ achievement. The findings for research question two indicated that high, medium and low academic-ability students benefitted; however, students with low academic abilities had the highest mean gain. Significance – Findings in this study have revealed empirically that the ISTEMA, as an instructional approach, has the potential to close the academic achievement gap. The findings may also serve as a guide for policymakers to promote STEM education in schools.

Using Weather to Teach Graphing

2014 ◽  
Vol 21 (4) ◽  
pp. 249-253
Author(s):  
Mi Yeon Lee
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Students ◽  
Stem Education ◽  
Student Interest ◽  
School Students ◽  
Technology Knowledge ◽  
Science Technology ◽  
And Mathematics ◽  
Wind Vane

This multipurpose activity can be used in STEM education with elementary school students to reinforce scientific concepts of such weather components as temperature, precipitation, clouds, and wind by integrating manipulation of online apps (technology), knowledge of graphing and data analysis (mathematics), and creation of a wind vane (engineering). iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.

scholarly journals THE ROLE OFISTEM VOLUNTEERISM TOWARDS iV-STEM MODULE THROUGH PRACTICAL SKILLS IN THE STEM SKILL INFORMATION ONLINE

2021 ◽  
Vol 6 (40) ◽  
pp. 168-179
Author(s):  
Ahmad Khudzairi Khalid ◽  
Nurul Balqis Nor’rah ◽  
Norbaiti Tukiman ◽  
CT Munnirah Niesha Mohd Shafee
Keyword(s):  
Stem Education ◽  
Positive Impact ◽  
Group Iv ◽  
Practical Skills ◽  
Ministry Of Education ◽  
Primary School Students ◽  
School Students ◽  
Science Technology ◽  
The World ◽  
And Mathematics

In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.

scholarly journals A mixed-methods study: Districts’ implementation of language classification policies and the implications for male, Hispanic, and low-income middle school students

2019 ◽  
Vol 27 ◽  
pp. 30 ◽  
Author(s):  
Marcela Reyes ◽  
Thurston Domina
Keyword(s):  
English Language Learners ◽  
School District ◽  
Low Income ◽  
English Language ◽  
School Students ◽  
Ell Students ◽  
District Administrators ◽  
School District Administrators ◽  
Unified School District ◽  
Language Classification

California state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification requirements that are more stringent than the state-mandated requirement. In this paper, we examine the reclassification process for two California school districts. In Manzanita Unified School District, administrators describe a system that explicitly provides a role for parents and teachers to influence reassignment decisions. In Granada Unified School District, administrators describe a system that is exclusively test-driven. Nevertheless, these two approaches yield similar reclassification outcomes. In both districts, male, Hispanic, and low-income ELL students are less likely to take or pass the required assessments. Even among students who do pass the assessments male, Hispanic, and low-income students are still less likely to be reclassified. We draw upon the notion of tight- and loose-coupling in educational organizations to make sense of this disconnect between ELL reclassification policies and reclassification outcomes in these two districts. We recommend administrators and teachers work together to establish but also implement their district’sobjec language classification policies.

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