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Book part
Publication date: 12 April 2021

Paige K. Evans, Leah McAlister-Shields, Mariam Manuel, Donna W. Stokes, Ha Nguyen and Cheryl J. Craig

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching

Abstract

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Open Access
Article
Publication date: 27 April 2020

Rachael L. Tawbush, Sabrina D. Stanley, Tye G. Campbell and Melissa A. Webb

This study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12…

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2055

Abstract

Purpose

This study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?

Design/methodology/approach

This study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.

Findings

Findings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.

Research limitations/implications

The parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.

Practical implications

This study will improve the global perspective of STEM education practices.

Originality/value

This study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 1
Type: Research Article
ISSN: 2397-7604

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Article
Publication date: 13 January 2020

Miran Song

The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics …

Abstract

Purpose

The purpose of this paper is to explore what key competencies and characteristics of teachers are needed for integrated Science, Technology, Engineering and Mathematics (STEM) teaching and to investigate teachers’ perceptions on how important those competencies are and how often they are executed.

Design/methodology/approach

An exploratory sequential mixed methods approach was used to investigate key characteristics of integrated STEM teaching competencies and the level of their importance and performance as perceived by teachers. By using behavioral event interview technique, qualitative data were collected from professional secondary teachers in science, math and technology subjects. An instrument was constructed based on the result of qualitative research; and a survey was conducted with 48 STEM teachers working in South Korea. The mean values between importance and performance of integrated STEM teaching competencies were compared. A perceived importance level of each item was compared with a practice level by using importance-performance analysis.

Findings

As a result of qualitative research, in total 21 items were constructed as detailed characteristics of each domain of integrated STEM teaching competencies, which provide insights about teachers’ perceptions of teaching competencies that are critical for integrated STEM education. A comparison of means between importance and performance of integrated STEM teaching competencies showed that whereas teachers considered each of these items to be of significant importance in their overall evaluation of the integrated STEM teaching competencies, they are not performing at a level that reflects the assigned importance.

Practical implications

This research results provide information for future research on how to implement an integrated STEM education initiative at the secondary school level, for planning teacher training programs, pre-service teacher education and related educational policies.

Originality/value

South Korea has focused on integrated STEM education to raise talented human resources in the fields of science and technology. However, many teachers have experienced serious difficulties and troubles in executing integrated STEM education. It is necessary to figure out key competencies and characteristics of teachers to facilitate integrated STEM teaching.

Details

International Journal of Comparative Education and Development, vol. 22 no. 2
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 16 December 2020

Mira Sabat, Roula M. Abdel-Massih, Amjad Kanaan, Sara Salloum, Mireille Serhan, Roula Fares, Nicolas Haddad and Antoine Melki

The purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active…

Abstract

Purpose

The purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments.

Design/methodology/approach

The Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments.

Findings

Remarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning.

Research limitations/implications

One major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies.

Practical implications

Gaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform.

Originality/value

The main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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Book part
Publication date: 12 April 2021

Paige K. Evans, Mariam Manuel, Ha Nguyen, Donna W. Stokes, Cheryl J. Craig, Xiao Han and Jeffrey Morgan

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It…

Abstract

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Book part
Publication date: 12 April 2021

Paige K. Evans, Cheryl J. Craig, Donna W. Stokes and Jeffrey Morgan

teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the…

Abstract

teachHOUSTON is a university-based secondary STEM teacher preparation program that addresses the critical need for highly qualified STEM teachers in Texas and across the country. STEM teachers are prepared through early and ongoing field-based teaching experiences and rigorous research-based instruction that integrates content and pedagogy provided by faculty members who have extensive teaching experience in public schools. teachHOUSTON serves the fourth largest city in the United States, along with its satellite communities and has many noteworthy features which are mapped in this chapter. Particular attention is paid to inquiry-based learning, student-centered instruction, and culturally responsive pedagogy as well as the improvements in the program based on the collaboration between physics and teachHOUSTON faculty.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Article
Publication date: 24 August 2021

Kornkanok Lertdechapat and Chatree Faikhamta

This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology…

Abstract

Purpose

This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM).

Design/methodology/approach

A multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases of teacher candidates who collaborated with a cooperating teacher and a university mentor. The data were collected from field observations, post-lesson discussions and follow-up interviews; it was then content analyzed and validated using negative case analysis.

Findings

Learning from post-lesson discussions within their own LS clusters, including a teacher candidate, his/her cooperating teacher and university mentor, could help teacher candidates develop their PCK for STEM, rather than gain experience through several rounds of LS engagement. The foci of post-lesson discussions, which were discussed by each LS cluster the most, were students' context, teaching and STEM prototypes, while knowledge of instructional strategies for teaching STEM was mostly related to the previously mentioned foci. Teacher candidates' confidence in teaching STEM lessons seemed to improve when they designed and discussed the overall lessons with their LS clusters.

Originality/value

The STEM-specific LS model was proposed to support the exploration of the struggles and successes of student learning before designing the purpose of the LS and enacting its phases; the implementation of LS could be the tool for enhancing teacher candidates' PCK for STEM teaching.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 8 August 2016

Shartriya Collier, Betty Burston and Aarika Rhodes

A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence…

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1007

Abstract

Purpose

A review of current initiatives to increase science, technology, engineering and mathematics (STEM) achievement among American youth and young adults reveals the presence of “IQism”. That is, whether such interventions are directed toward low-income minorities and/or the disproportionate number of higher-income youth who have selected liberal arts majors over an STEM major, the country has reserved STEM as a field for “the best and the brightest”. Utilizing the Theory of Multiple Intelligences, this article argues that STEM content is accessible to all students including those whose first language is informal rather than formal English. Based upon these premises, this conceptual paper aims to introduce the framework of Teaching STEM as a Second Language as a strategy for elevating STEM achievement among students who would otherwise be excluded from the STEM movement.

Design/methodology/approach

This paper utilizes a review of both classic and current literature on second language acquisition to identify strategies that can be adopted by STEM instructors to increase STEM achievement among youth and young adults who are viewed as “average” and/or “below-average” academic performers.

Findings

Using quotes that confirm the thesis that STEM subject matter has been historically viewed as the domain of those whose cognitive skills place them among the “best and the brightest”, the second language acquisition (SLA) strategy of “scaffolding” is introduced as a pedagogy for producing “comprehensible output” when STEM content is taught to students whose first language is informal English. Constructivism, a concept currently used to guide the teaching of STEM contents is introduced as a framework that merges best practices in STEM and SLA. Using Cummins’ (1991) Common Underlying Proficiency Model, other strategies are also proposed for exporting SLA pedagogies and approaches to elevate equity in the quest to improve STEM achievement levels among youth and adults in the USA.

Originality/value

SLA theories and concepts have not been applied as a potential tool for teaching STEM. This is a unique and powerful lens that can be used to more effectively support the needs of underrepresented populations.

Details

Journal for Multicultural Education, vol. 10 no. 3
Type: Research Article
ISSN: 2053-535X

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Book part
Publication date: 12 April 2021

Donna W. Stokes and Paige K. Evans

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers…

Abstract

Learning through formal and informal experiences is critical for building content knowledge, pedagogical skills, and self-efficacy/confidence for preservice teachers. teachHOUSTON offers numerous teacher enhancement opportunities outside the teacher education courses which allows preservice teachers to connect to the real world which includes being able to relate to a diverse population of students and to understand how the course content can be related to them, their families, and communities in their everyday experiences. Through formal and informal experiences such as professional development workshops, discipline specific courses, research experiences, and internships, preservice teachers have the opportunity to engage in hands-on science activities they can use with their students, develop lessons, and gain knowledge on how to deliver this content while managing their classroom. This chapter will give an overview of the formal and informal experiences offered through teachHOUSTON with a highlight on the structure and content of the six week Noyce Internship Program which engaged interns as counselors and teaching assistants in a summer STEM camp for underserved middle school students and introduces the interns to interactive sessions that model promising practices for teaching.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

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Article
Publication date: 25 February 2021

Fernanda Gobbi de Boer Garbin, Carla Schwengber ten Caten and Diego Augusto de Jesus Pacheco

Although active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are…

Abstract

Purpose

Although active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).

Design/methodology/approach

The CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.

Findings

The findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.

Practical implications

The primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.

Originality/value

The model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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