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Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature. 相似文献
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Outsourcing is a business strategy to cut costs by relocating jobs from high-cost countries, like the USA, to low-cost ones, like India. The practice involves moving the jobs and transferring knowledge, technologies, and capabilities. Outsourcing has been growing in scale and scope in science, technology, engineering, and math (STEM) occupations, and it has implications for the current and future demand of STEM workers. Some jobs will be rendered obsolete as they migrate to low-cost locations, while others, which are complementary to outsourcing, will see demand increases. The paper reviews the theories about which jobs will be vulnerable to outsourcing and the empirical data. It describes the political and policy discussion about STEM outsourcing and how it has been coupled with the STEM workforce shortage debate. Lastly, it explores the implications for STEM educators, workers, and students. Many STEM jobs have already been outsourced and many more are vulnerable. STEM educators, workers, and students can take practical steps to adapt to outsourcing. STEM educators can modify curricula towards skill and knowledge areas less vulnerable to outsourcing and provide tools to students to become better stewards of their own careers. Workers can better steer their careers by closely tracking outsourcing trends.
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Astrid Steele 《Journal of Science Teacher Education》2016,27(4):357-371
Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas’ threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom. 相似文献
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If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline. 相似文献
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Journal of Science Education and Technology - Low retention rates of undergraduate students in Science, Technology, Engineering, and Math (STEM) fields are a persistent problem in the USA.... 相似文献
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Paul L. Hill Rose A. Shaw Jan R. Taylor Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27
Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels,
especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues
pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for
college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research.
More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home
institutions. 相似文献
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Sandra I. van Aalderen-Smeets Juliette H. Walma van der Molen Iro Xenidou-Dervou 《科学教学研究杂志》2019,56(4):465-485
Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability. 相似文献
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为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。 相似文献
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包容性STEM高中旨在缩小STEM成就在性别和种族之间鸿沟,作为STEM高中新浪潮,席卷了美国STEM教育界,成为当前最受关注的美国新兴高中发展模式之一。为了弥合选拔性STEM高中只面向少数精英学生的缺陷,包容性STEM高中面向所有学生,为不同水平的学生提供STEM学习机会,提高学生的STEM学习动力,为高校和社会输送STEM人才。以马诺新技术高中为代表的包容性STEM高中为解决STEM教育公平开创了全新模式。这为我国解决STEM教育公平问题,推动STEM教育的普及提供了有益的经验和参考。 相似文献
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专业素养是专业能力所蕴含的专业知识、思维方式和价值观。教师核心专业能力是一种被称为基于设计的行动力的综合能力,并非PACK的运用能力,因为PACK不是知识论意义上的知识。基于设计的行动力所蕴含的教师专业素养可以区分为学科素养和设计素养。学科素养蕴含在课程之中,通过课程分析可以使之清晰化;设计素养蕴含在技术性教学设计理论之中。以STEM课程“抓住风:设计风车”为例,STEM教师的学科素养包括掌握课程包含的S.T.E.M.学科知识、能利用课程提供的材料制定一款特定功能的风车、能独立完成不同材料捕捉风能的单因素实验、身体力行地传递科学精神。以“以学习活动为中心的教学设计理论”为例,STEM教师的设计素养包括能基于教学设计的基本观念思考教学设计;能运用知识建模进行学习内容分析,并用“(知识点,学习水平)”方式陈述学习目标;能结合实情和知识建模图组块确立任务类型,并将它们具体化为师生交互过程;拥有足够的FC知识(Facts and Cases),并能够设计新的FC知识;能结合实情和动力设计模型提升教学方案的质量水平;能结合经验设计探究学习的学习支架。 相似文献
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Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake in the article title. The word “Students” was inadvertently deleted. 相似文献
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Richard Lamb Leonard Annetta David Vallett Jonah Firestone Maureen Schmitter-Edgecombe Heather Walker 《The Journal of educational research》2018,111(4):446-458
Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection across the nation; specifically, in engineering and computer science. The authors' purpose was to examine an underlying profile combinations of latent traits that influence student STEM career selection while designing serious educational games (SEGs). The authors combine a number of quantitative analysis methods in an effort to develop a rich understanding of how a profile combination of traits interact with one another to effect selection of STEM careers and majors. Study participants were 585 students enrolled in a full-time traditional high school. The addition of SEG design experiences into the student profile increases the probability of STEM career selection by 5.1 times. 相似文献
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Maaike van der Vleuten Stephanie Steinmetz Herman van de Werfhorst 《Educational Research and Evaluation》2018,24(6-7):417-436
More women are now entering male-dominated fields, yet, science, technology, engineering, and mathematics (STEM) remain dominated by men. We examined the association between boys’ and girls’ STEM choices after secondary education and friends’ gender norms, and whether pressure to conform to traditional gender norms differs depending on the gender composition of the friend group. Drawing on 3 waves of longitudinal data (N?=?744) from the Netherlands, our sample consists of adolescents in STEM trajectories in secondary education. Their retention in STEM after secondary education gives us a better understanding of gender-specific “leakage” from the STEM pipeline. We found that girls’ likelihood of choosing STEM decreased drastically when friends had more traditional gender norms. Friends with traditional gender norms had less effect on boys. Nonetheless, boys with only same-sex friends were more likely to enter STEM. Our findings indicate that an environment with gender-normative ideas pushes girls out of the STEM pipeline. 相似文献
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Emily A. Dare Elizabeth A. Ring-Whalen Gillian H. Roehrig 《International Journal of Science Education》2013,35(12):1701-1720
ABSTRACTAs more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community. 相似文献
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Science & Education - In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM... 相似文献