scholarly journals In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 597
Author(s):  
David Aguilera ◽  
José Luis Lupiáñez ◽  
José Miguel Vílchez-González ◽  
Francisco Javier Perales-Palacios
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Theoretical Foundation ◽  
Teaching Method ◽  
Future Research ◽  
Science Technology ◽  
Stem Literacy ◽  
Disciplinary Integration ◽  
And Mathematics ◽  
Practice Of Science

The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

scholarly journals THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC

2020 ◽  
Vol 19 (6A) ◽  
pp. 1040-1042
Author(s):  
Lindelani Mnguni ◽  
Hamza Mokiwa
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Knowledge Construction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Online Teaching And Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Modern Technologies

Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus's spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students' conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.

Designing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Dessy Agustina ◽  
Dini Fitriani
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be designed. This work designed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

Developing STEM Education's Lesson Plan for Guide Students to Achieve Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Stem Education ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Modern Science ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
D Model

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Scientific literacy has been promoted as important goal since at least the 6th century BC. That was when Thales of Miletus led discussions at the Ionian School, to explain objects and natural phenomena by inquiries and theories, as precursors of modern science. Unfortunately, PISA study at 1999-2015 and several works on that period, has showes that common science teachings don't optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is the best teaching methods to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that STEM education as an alternative to guide students on achieve scientific literacy. STEM that an acronym for science, technology, engineering, and mathematics defined as the integration of science, technology, engineering, and mathematics into a new cross-disciplinary subject in schools. We don't deny that the concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider STEM as an opportunity while others view it as having problems. However, the answer to how STEM education implementation could help guide students on achieve scientific literacy has not been studied yet comprehensively. Therefore, STEM education’s lesson plans is very important to be developed. This work developed STEM education’s lesson plan for guide students to achieve scientific literacy, used R&D approach four-D model that reduced into three stage: define, design, and develop. The final test of any teaching methods lies, of course, in implementation. This work is non-implementation throughtout.

scholarly journals A Systematic Review of Augmented Reality in STEM Education

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Gloria Ajit
Keyword(s):  
Systematic Review ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Stem Education ◽  
Systematic Reviews ◽  
Future Research ◽  
Science Technology ◽  
And Mathematics ◽  
Meta Analyses ◽  
Marker Detection

This study presents a systematic review of the existing literature on the benefits and challenges faced regarding the use of augmented reality (AR) in Science, Technology, Engineering, and Mathematics (STEM) education. Guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) method, a systematic review of the ScienceDirect database identified 19 related studies. Further investigation of these articles resulted in four themes of AR advantages, namely its contribution to learners, the learning outcomes, the interaction of AR, and other benefits. These four themes further produced a total of 16 sub-themes, while the challenges aspect of AR resulted in 5 sub-themes. The most reported benefit of AR is that it stimulates learning achievement. Some observed that the challenges imposed by AR are concerned with marker detection and usability. Several other problems and advantages of AR usage in STEM education were also discovered, which will be discussed in detail. Additionally, the existing gaps of AR study in the STEM education field were identified, and recommendations are therefore presented for future research.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

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