To STEM or not to STEM? That is not the question (original) (raw)
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Jurnal Pendidikan Fisika, 2021
This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, st...
STEM education to fulfil the 21st century demand: a literature review
Journal of Physics: Conference Series
STEM (science, technology, engineering, and math) was developed to answer challenges in the 21st century; where students are not only smart in terms of cognitive, but also skilled. STEM in education has the aim of preparing students to be competitive and ready to work according to their preferred fields. The benefits of applying STEM Education are to improve critical thinking skills and be creative, logical, innovative, productive and directly related to real conditions. The purpose of this study is to review the implementation of STEM Education models in the early 21st century. Technique of collecting data was through literature study. The results of this study: 1) STEM has been applied in various countries and in various branches of science; 2) History of STEM Education, 3) Implementation of STEM in non western country, 4) Skill that required in 21 st century, 5) STEM to face 21 st challenge.
Contemporary Educational Researches Journal
STEM education is currently one of the most updated topics in line with 21st century learning. Technology-based education is integrated in science, engineering and mathematics. Analysis is needed to see the development of educational activities, especially in the field of STEM education. However, according to TIMSS and PISA, there is still a lack of human resources who master the STEM field. Efforts to advance the development of STEM education are carried out using analysis through the distribution of assessments. In this case the analysis includes two aspects, namely the level of knowledge and the application of the STEM method. The comparison of the two aspects is based on the accumulative data of lecturers' assessments. This study aims to analyze the level of knowledge and the application of the STEM method used as an effort to develop STEM education. This type of research is mixed research. Research that applies two combinations of qualitative and quantitative research. Quan...
STEM Approach as a Means for Students’ Science Learning
Acta Scientiae, 2019
This paper aims to describe the outcomes of a STEM project implemented in five different school clusters. It involved the delivery of STEM curriculum projects, focusing on the contextualization of the curriculum in the students' reality. The study aims to describe students' learning during the development of the project. The research reported in this study is qualitative, adopting an interpretative orientation. Participants were 1097 students belonging to five school clusters from distinct regions of Portugal. The students came from 52 different primary classrooms (n=941), mostly from Year 3 and Year 4, and 9 lower secondary classrooms (n=156), aged between 8 and 15 years-old. Due to the diversity of school clusters and local contexts, the curriculum projects had many differences, even though they were based in the same curriculum guidelines. Data sources were focus group interviews and written documents. The results showed that all curriculum projects allowed students to have positive learning experiences and to develop a significant number of competencies. They mobilized specific scientific knowledge related to the activities, developed scientific competencies such as, to formulate questions, appreciate, justify and evaluate different perspectives, plan, deliver an investigation and communicate their findings, as well as transversal competencies related with the design.
Integrated STEM in secondary education: A case study
2015
Despite many opportunities to study STEM (Science, Technology, Engineering & Mathematics) in Flemish secondary education, only a minority of pupils are actually pursuing STEM fields in higher education and jobs. One reason could be that they do not see the relevance of science and mathematics. In order to draw their pupils’ interest in STEM, a Belgian school started a brand new initiative: the school set up and implemented a first year course that integrates various STEM disciplines, hoping to provide an answer to the question pupils often ask themselves about the need to study math and science. The integrated curriculum was developed by the school’s teachers and a STEM education research group of the University of Leuven. To examine the pupils’ attitude towards STEM and STEM professions and their notion of relevance of STEM at the end of this one-year course, a post-test was administered to the group of pupils who attended the integrated STEM course (the experimental group) and to ...
Challenges and issues of STEM education
Advances in Mobile Learning Educational Research, 2021
Science, Technology, Engineering, Mathematics, abbreviated as STEM is a very promising field and its popularity is increasing due to its benefits in the modern world of globalization and modernization. Science and mathematics are basics of the technological developments going on in the world. In order to continue with these developments, the children should be motivated to learn STEM from early school days. The minds of small kids are like a sponge and they are able to grasp everything quickly. STEM education should be encouraged from the childhood so that children like it and continue with it for higher education. This chapter discusses some of the challenges observed while encouraging children to learn STEM at early age and also tries to list out some solutions for it.
Trends in STEM Teaching and Learning within the Context of National Education Reform
2021
STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried o...
STEM education in the context of improving the science and mathematics literacy of pupils
Journal of Physics: Conference Series, 2022
The article considers the problem of STEM education in the context of improving the quality of science and mathematics literacy of pupils. The results of the monitoring study conducted by the “OsvitAnalityka” Analytical Center of Borys Grinchenko Kyiv University in cooperation with the Kyiv City Educational Agency and the Ukrainian Center for Educational Quality Assessment are presented. The state of formation of science and mathematical literacy of pupils as the ability to apply knowledge to solve practical problems for the implementation of STEM education has been established. Examples of practice-oriented integrated tasks in geography, chemistry, biology and physics that reveal the possibilities of STEM education are given. The success of the implementation of individual tasks, which involved subject integration and the use of knowledge in practice is analyzed. The most important factors influencing the quality of STEM education are highlighted: professional level of teachers, ma...
Canadian Journal of Science, Mathematics and Technology Education, 2016
is focusing on STEM education, an acronym that conjures up a variety of meanings, depending on how it is interpreted, and for what purpose. In general, the acronym exemplifies the meaningful integration of science, technology, engineering, and mathematics subject areas for the benefit of students. Proponents of integrative STEM education advocate that these subjects should not be taught in isolation and challenge educators to move from siloed activities to integrated real-world inquiry practices. After all, these disciplines do not exist in isolation in everyday life. Despite the aforementioned educational foci, there is an overarching government agenda, one that focuses on satisfying labor demand and promoting business innovation. Countries such as the United States, Australia, Canada, and the United Kingdom are stressing the need for more graduates with advanced qualifications and high levels of skills in STEM in order to enhance innovation and productivity growth, maintain continuous prosperity, and compete globally. "STEMmania" (Sanders, 2008) is on the rise in the United States, whereas there is a perceived STEM crisis in education in Australia (Bagshaw, 2015). Though STEM's prominence is not as pronounced in Canada, STEM graduates continue to demonstrate disparities in terms of gender and minority representation (Statistics Canada, 2013). The popularity of STEM initiatives and the rush to embrace STEM as a panacea is problematic on a number of levels. Firstly, the various agendas related to STEM education beg the questions: What is the purpose of STEM education? Are we educating our children with the intention that they gain wisdom, knowledge, and become active democratic citizens? Do we see education as a means to prepare a workforce that is equipped to innovate and compete globally? Secondly, will STEM embrace "Science for All" or will it further perpetuate science as elitist? These are thought-provoking questions that educators and researchers of STEM must grapple with as they ponder the tenets of STEM education and the role of scientifically literate citizenry. Recognizing that Canada's increased interest in STEM education may differ from that of other jurisdictions, as guest editors of this Special Issue we explore understandings and enactments of STEM education. We wanted to include a variety of genres/voices in this special issue as we explore STEM education theories, pedagogies, and contexts, as well as alternative perspectives and critiques of STEM education. This special issue incorporates seven different orientations to STEM education. Among them are a knowledge synthesis of STEM initiatives focusing on K-12 teaching and learning across Canada, accounts of classroom research, considerations of STEM from Indigenous perspectives, thoughtful conceptual discourses on STEM in Canadian contexts, and a three-act play focusing on the role of school science education amidst STEM. One article, originating in the United States, describes a classroom that could be found in many parts of the world-a testament, perhaps, to the ubiquitous nature of STEM education. This issue begins with Isha DeCoito's survey of K-12 STEM education initiatives implemented in Canada over the last decade. To date, no single or comprehensive knowledge synthesis of STEM programs has been conducted, despite a burgeoning interest in STEM teaching and learning. "STEM Education in Canada: A Knowledge Synthesis" provides a backdrop for the papers that follow. It will be of particular interest to readers in science, technology, engineering, and mathematics education; informal learning; curriculum and policy; and research in STEM education.