Journal articles on the topic 'Mathematics/STEM education'
To see the other types of publications on this topic, follow the link: Mathematics/STEM education.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Mathematics/STEM education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Lazarova, L. K., N. Stojkovikj, and A. Stojanova-Ilievska. "THE IMPORTANCE OF THE MATHEMATICAL MODELING IN STEM EDUCATION." STEM Education Notes 1, no. 1 (May 30, 2022): 9–18. http://dx.doi.org/10.37418/stem.1.1.2.
Full textAbstract:
The science, technology, engineering, and mathematics (STEM) education model is very popular and used method in the recent years in most of the countries in the world. With STEM education at primary, secondary and high level the students acquire important skills, creativity, innovation, and entrepreneurship. For STEM integration and training different teaching methods can be used. The mathematical modeling is one of the most important methods which can be used at all educational levels. Mathematical modeling will be considered as a bridge to STEM education. Mathematical modeling, is the process of analyzing real-life or realistic situation using mathematical methods in the most general sense. The mathematical modeling cycles should be used in STEM education at all levels from primary to tertiary education in order to increase the students’ motivation towards learning mathematics for solving real-life problems.
2
Yıldırım, Bekir, and Sabri Sidekli. "STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 200–214. http://dx.doi.org/10.33225/jbse/18.17.200.
Full textAbstract:
The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. Key words: science, technology, engineering, mathematics education, mathematics pre-service teacher.
3
Stohlmann, Micah. "STEM Integration for High School Mathematics Teachers." Journal of Research in STEM Education 6, no. 1 (July 27, 2020): 52–63. http://dx.doi.org/10.51355/jstem.2020.71.
Full textAbstract:
The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.
4
Rosa, Milton, and Daniel Clark Orey. "An Ethnomathematical Perspective of STEM Education in a Glocalized World." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 840–76. http://dx.doi.org/10.1590/1980-4415v35n70a14.
Full textAbstract:
Abstract An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.
5
Ongcoy, Paul John B., Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, and Allen Mae M. Iligan. "Experiences and mathematics anxiety of STEM students." Journal of Mathematics and Science Teacher 3, no. 1 (January 24, 2023): em028. http://dx.doi.org/10.29333/mathsciteacher/12870.
Full textAbstract:
Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.
6
Mohd Rasid, Nor Syazwani, Nurul Akmal Md Nasir, Parmjit Singh A/l Aperar Singh, and Tau Han Cheong. "STEM Integration: Factors Affecting Effective Instructional Practices in Teaching Mathematics." Asian Journal of University Education 16, no. 1 (April 28, 2020): 56. http://dx.doi.org/10.24191/ajue.v16i1.8984.
Full textAbstract:
Malaysian Ministry of Education (MOE) has created initiatives in the Malaysian Education Blueprint (2013- 2025 that aim to increase teachers’ and students’ competencies in Science, Technology, Engineering and Mathematics (STEM) subjects and create learning experiences that will prepare students for the considerable array of STEM career fields. There are so many effective instructional practices suggested in integrating STEM education for teaching Mathematics. However, there are some factors that need to be concerned in producing effective instructional practices in teaching Mathematics. This study investigated the factors affecting instructional practices of mathematics since the implementation STEM education. Using a descriptive design method, a questionnaire was administered to 100 students and 50 mathematics teachers in Klang Valley. The overall mean score of all four factors (Lesson plan and implementation, Mathematical discuss and sensemaking, task implementation, and classroom culture) measured in this study is moderately high based on students’ and teachers’ perspectives. Teachers rated all factors higher than students’ rate. Both teachers and students agreed that classroom culture is the important factor. There are no significant differences in the mean score of factors among gender of students and teachers. There is a significant difference in the mean score of factors among the achieving abilities among the students.
Keywords: STEM Education, Mathematics, Lesson plan, Task, Classroom culture, Mathematical discuss
7
Cahyono, Adi Nur, Mohammad Asikin, Muhammad Zuhair Zahid, Pasttita Ayu Laksmiwati, and Miftahudin Miftahudin. "The RoboSTE[M] Project: Using Robotics Learning in a STEM Education Model to Help Prospective Mathematics Teachers Promote Students’ 21st-CenturySkills." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 85–99. http://dx.doi.org/10.26803/ijlter.20.7.5.
Full textAbstract:
Teacher education institutions play a strategic role in preparing prospective mathematics teachers with 21st-century skills to teach mathematics in schools. This study aimed to explore how mathematics lectures employing robotics in a STEM (Science, Technology, Engineering, and Mathematics) education approach can contribute to the preparation of prospective mathematics teachers with 21st-century skills to teach mathematics in schools. The research was conducted through a project called the RoboSTE[M] Project, in three stages: pre-development, development, and field experiment. The project was run to encourage prospective mathematics teachers to arrange mathematical activities for mathematics learning with a STEM education approach using robotics. The findings indicated that the model, lab and online modules developed and implemented in this project succeeded in supporting the ability of prospective mathematics teachers to design a mathematics learning environment with a STEM-influenced robotics approach that has the potential to support students’ 21st-century skills. This study has contributed to answer the problem regarding how to provide cross-curricular activities for STEM education by implementing STEM in an integrated manner in schools, including lack of training for teachers, which will translate STEM in the lesson plans. This research shows that teacher education programmes can provide adequate training for pre-service teachers in practising STEM education in mathematics classroom. This study fills in the gaps by focusing on designing a lecture model with a “STEM Robotics” approach for prospective mathematics teachers and their students and to explore its potential to promote prospective mathematics teachers’ 21st-century skills.
8
Homa, Agostinho Iaqchan Ryokiti. "Robotics Simulators in STEM education." Acta Scientiae 21, no. 5 (October 7, 2019): 178–91. http://dx.doi.org/10.17648/acta.scientiae.5417.
Full textAbstract:
This article discusses STEM (Science, Technology, Engineering and Mathematics) education as an initiative from various countries around the world to address young people's lack of interest in careers in Science, Mathematics, Technology and Engineering. Understanding that STEM education must explore two or more of STEM themes, using transdisciplinarity, engaging the student in activities with this approach, we present the studies of an activity proposal integrating Engineering, Technology and Mathematics with the objective of learning Mathematics. In this activity students work with situations involving robotics and, for solution, use robotic arm simulators, developed in GeoGebra software, that simplify the real environment in which the robotic arm manipulates an object positioned in the plane, taking to organize strategies by identifying and applying mathematics, such as trigonometry with right triangle, trigonometric identities, inverse trigonometric functions, to solve the problem. An experiment was conducted to validate the simulators with undergraduate mathematics students from Universidade Luterana do Brasil (ULBRA) in the city of Canoas in Rio Grande do Sul. The results indicate that it is possible to integrate the STEM areas with the developed simulators, being indicated for activities with high school students (10th or 11th grade).
9
Gamboa, Genaro de, Edelmira Badillo, Digna Couso, and Conxita Márquez. "Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species." Mathematics 9, no. 19 (October 5, 2021): 2496. http://dx.doi.org/10.3390/math9192496.
Full textAbstract:
In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.
10
Shukshina, Liudmila V., Liudmila A. Gegel, Maria A. Erofeeva, Irina D. Levina, Uliana Y. Chugaeva, and Oleg D. Nikitin. "STEM and STEAM Education in Russian Education: Conceptual Framework." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 10 (August 24, 2021): em2018. http://dx.doi.org/10.29333/ejmste/11184.
Full text
11
Karahan, Engin, Sedef CANBAZOĞLU Bilici, and Aycin Ünal. "Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education." Eurasian Journal of Educational Research 15, no. 60 (September 1, 2015): 221–40. http://dx.doi.org/10.14689/ejer.2015.60.15.
Full text
12
Alkhateeb, Mohammad Ahmad. "The degree practices for mathematics teachers STEM education." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 360–71. http://dx.doi.org/10.18844/cjes.v13i3.3010.
Full textAbstract:
The study aimed to investigate the teaching practices for mathematics teachers based on science, technology, engineering and mathematics (STEM) in Jordan. Descriptive analytical approach was used through observing the teachers’ teaching in accordance with STEM. The study sample encompassed 30 teachers of mathematics in Zarqa city who were chosen randomly. The study results showed there are seven behaviours performed by the mathematics teachers in a medium degree consistent with STEM, and 14 behaviours by low-grade mathematics teachers are consistent with STEM. The results also revealed that there were not any differences between those practices attributed to qualifications and years of experience variables.
Keywords: Mathematics teachers, science, technology, engineering and mathematics (STEM), scientific qualifications, experience.
13
How, Meng-Leong. "Advancing Multidisciplinary STEM Education with Mathematics for Future-Ready Quantum Algorithmic Literacy." Mathematics 10, no. 7 (April 2, 2022): 1146. http://dx.doi.org/10.3390/math10071146.
Full textAbstract:
The perception that mathematics is difficult has always persisted. Nevertheless, mathematics is such an essential component of STEM education. Quantum technologies are already having enormous effects on our society, with advantages seen across a broad variety of industries, including finance, aerospace, and energy. These innovations promise to transform our lives. Managers in the business and public sectors will need to learn quantum computing. Quantum algorithmic literacy may help increase mathematical understanding and enthusiasm. The current paper proposes that one possible approach is to present the information in a reasonably gentle but intelligible way, in order to excite individuals with the mathematics that they already know by extending them to acquiring quantum algorithmic literacy. A gentle introduction to the mathematics required to model quantum computing ideas, including linear transformations and matrix algebra, will be given. Quantum entanglement, linear transformations, quantum cryptography, and quantum teleportation will be used as examples to illustrate the usefulness of basic mathematical concepts in formulating quantum algorithms. These exemplars in quantum algorithmic literacy can help to invigorate people’s interest in mathematics. Additionally, a qualitative comparative analysis (QCA) framework is provided that teachers can utilize to determine which students to approach for remediation. This assists the teachers in dispelling any pupils’ uncertainty about mathematical concepts.
14
Успаева, М. Г., and А. М. Гачаев. "STEM education: scientific discourse and educational practices." Management of Education, no. 9(55) (November 15, 2022): 110–17. http://dx.doi.org/10.25726/q3562-6842-6568-b.
Full textAbstract:
Аббревиатуру "STEM" (S – science, T – tehnology, E – engineering, M – mathematics) впервые предложил американский бактериолог Р. Колвелл. Но активно STEM начали использовать с 2011 года по инициативе биолога Джудит Рамали. Известно, что сначала использовали аббревиатуру SMET, а затем появилось STEM. Джудит А. Рамали отмечает, что «STEM-образование – это преподавание и обучение в области естественных наук, технологий, инженерии и математики». Германия, как страна, впервые объявившая миру об эре четвертой промышленной революции, делает многое для реализации STEM-технологий в учебных заведениях. Германия выбрала собственный акроним для STEM-это MINT. В переводе означает «математика, информатика, естественные науки и техника». На национальном немецком MINT-портале представлены стратегические векторы развития: дигитальная трансформация школ, цифровые компетентности молодежи, MINT для девушек, MINT-техника. Германия занимает одно из первых мест по подготовке выпускников STEM-направления. В стране реализуется инициатива "MINT Zukunft schaffen" ("создаем MINT-будущее"), в рамках которой измеряются все показатели, связанные с реализацией MINT: компетенции, количество выпускников этого направления, процентный показатель женщин-участниц этой сферы и тому подобное. Интересен опыт внедрения технологии STEM через активный метод конструирования технических игрушек, который представлен во вьетнамских школах. Основным акцентом внедрения STEM во Вьетнаме является идея развития активного межпредметного обучения на основе разработки технических игрушек. The abbreviation "STEM" (S – science, T – tehnology, E – engineering, M – mathematics) was first proposed by the American bacteriologist R. Colwell. But STEM has been actively used since 2011 on the initiative of biologist Judith Ramali. It is known that at first the abbreviation SMET was used, and then STEM appeared. Judith A. Ramali notes that "STEM education is teaching and learning in the fields of natural sciences, technology, engineering and mathematics." Germany, as the country that first announced the era of the fourth industrial revolution to the world, is doing a lot to implement STEM technologies in educational institutions. Germany has chosen its own acronym for STEM-MINT. Translated means "mathematics, computer science, natural sciences and technology". The national German MINT portal presents strategic vectors of development: digital transformation of schools, digital competencies of young people, MINT for girls, MINT technology. Germany occupies one of the first places in the preparation of STEM graduates. The initiative "MINT Zukunft schaffen" ("creating MINT-the future") is being implemented in the country, within which all indicators related to the implementation of MINT are measured: competencies, the number of graduates of this field, the percentage of women participating in this field, and the like. The experience of introducing STEM technology through an active method of designing technical toys, which is presented in Vietnamese schools, is interesting. The main focus of STEM implementation in Vietnam is the idea of developing active interdisciplinary learning based on the development of technical toys.
15
Nishanbayeva, S., S. Z. Nishanbaeva, and L. Alimbekova. "THE EFFECTIVENESS OF THE USE OF EDUCATION "STEM" IN PRIMARY SCHOOLS." BULLETIN Series of Pedagogical Sciences 71, no. 3 (September 15, 2021): 190–200. http://dx.doi.org/10.51889/2021-3.1728-5496.19.
Full textAbstract:
The article explains the content, structure of abbreviations, key components. "STEM". The history of the development of the" STEM " education is divided into three periods. First of all, Steam (science, technology, engineering, art and mathematics) -appeared in 1990; the second - strem (science, technology, robotics, engineering and mathematics) - was implemented in 2000, and the third stage-2016, the stream is based on the fact that art Science is planning work on artificial intelligence. It is an integrator of the four components of the STEM. The article describes the effectiveness of the components c-science, scientific understanding (science), T – technology (technology), Electronic engineering (engineering), m – mathematics (mathematics) in the organization of the educational process in primary classes. Also in the article we offer the rules for completing the "STEM" tasks. These are: training, setting complex goals, analysis, choice, self-management, personal qualities, trajectory. The main attention is paid to the creative self-management of students using the "STEM" tasks.
16
Yamada, Aki. "Japanese Higher Education." Journal of Comparative & International Higher Education 13, no. 1 (March 23, 2021): 44–65. http://dx.doi.org/10.32674/jcihe.v13i1.1980.
Full textAbstract:
In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.
17
Weinhandl, Robert, Zsolt Lavicza, and Tony Houghton. "Mathematics and STEM teacher development for flipped education." Journal of Research in Innovative Teaching & Learning 13, no. 1 (April 25, 2020): 3–25. http://dx.doi.org/10.1108/jrit-01-2020-0006.
Full textAbstract:
PurposeFlipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.Design/methodology/approachA total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.FindingsEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.Originality/valueEvaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.
18
Miteva, M., B. Zlatanovska, and M. Kocaleva. "SOME EXAMPLES FOR TEACHING MATHEMATICS IN STEM CONTEXT." STEM Education Notes 1, no. 2 (August 20, 2022): 31–39. http://dx.doi.org/10.37418/stem.1.2.1.
Full textAbstract:
STEM education is quite new way of teaching which emphasizes problem and project based learning, i.e. teaching Science, Technology, Engineering and Mathematics via solving certain real-life problems or problems related with the future carrier of the students. In this paper we will give some examples for teaching mathematics in STEM context.
19
Tüzün, Ümmüye Nur, and Gülseda Eyceyurt Türk. "STEAM PRACTICES IN CHEMISTRY EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (June 25, 2019): 32–42. http://dx.doi.org/10.48127/gu-nse/19.16.32.
Full textAbstract:
STEM is the process of integrating science, technology, engineering and mathematics in education. STEAM differs from STEM by a letter of ‘A’ which means arts, on the basic logic of science and arts mustn’t be decomposed from each other. This research aimed to assist tenth-grade students in learning through their own constructed materials for bringing up them as well-qualified individuals by using chemistry, technology, engineering, popart and mathematics (STEAM) integration which would improve their creativity and critical-thinking too. 33 tenth-grade students from a high school in Turkey participated in this qualitative research in 2015-2016 academic year. Student constructed materials, and student process evaluation worksheets were used as data collecting tools. Content analysis was utilized for the gathered data. Content analysis was cross-checked for the reliability of the research too. The results showed that students’ creativity and critical-thinking skills were enhanced through such a STEAM process, and this process was also helped to educate well-qualified individuals in the abovementioned fields. Keywords: chemistry education, critical thinking, educating well-qualified individuals, STEAM.
20
Matsuura, Takuya, and Daiki Nakamura. "Trends in STEM/STEAM Education and Students’ Perceptions in Japan." Asia-Pacific Science Education 7, no. 1 (May 31, 2021): 7–33. http://dx.doi.org/10.1163/23641177-bja10022.
Full textAbstract:
Abstract This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.
21
Maass, Katja, Vince Geiger, Marta Romero Ariza, and Merrilyn Goos. "The Role of Mathematics in interdisciplinary STEM education." ZDM 51, no. 6 (October 24, 2019): 869–84. http://dx.doi.org/10.1007/s11858-019-01100-5.
Full text
22
Czocher, Jennifer A., Kathleen Melhuish, and Sindura Subanemy Kandasamy. "Building mathematics self-efficacy of STEM undergraduates through mathematical modelling." International Journal of Mathematical Education in Science and Technology 51, no. 6 (July 11, 2019): 807–34. http://dx.doi.org/10.1080/0020739x.2019.1634223.
Full text
23
Anita, Noor, Roslinda Rosli, Azmin Sham, and Lilia Halim. "Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1541–59. http://dx.doi.org/10.12973/eu-jer.10.3.1541.
Full textAbstract:
<p style="text-align: justify;">Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.</p>
24
Wright, Geoff, Edward Reeves, John Williams, David Morrison-Love, Fiona Patrick, Jacques Gineste, Ingelore Mammes, and Grabriele Graube. "Abridged International Perspectives of Technology Education and Its Connection to STEM Education." International Journal of Education 10, no. 4 (November 13, 2018): 31. http://dx.doi.org/10.5296/ije.v10i4.13704.
Full textAbstract:
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.
25
Qureshi, Anjum, and Nazir Qureshi. "Challenges and issues of STEM education." Advances in Mobile Learning Educational Research 1, no. 2 (2021): 146–61. http://dx.doi.org/10.25082/amler.2021.02.009.
Full textAbstract:
Science, Technology, Engineering, Mathematics, abbreviated as STEM, is a promising field with increasing popularity due to its benefits in the modern world of globalization and modernization. Science and mathematics are the basics of the technological developments going on in the world. Thus, the children should be motivated to learn STEM from early school days. The minds of small kids are like a sponge, and they can grasp everything quickly. STEM education should be encouraged from 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 early and lists solutions.
26
Lasa, Aitzol, Jaione Abaurrea, and Haritz Iribas. "MATHEMATICAL CONTENT ON STEM ACTIVITIES." Journal on Mathematics Education 11, no. 3 (August 29, 2020): 333–46. http://dx.doi.org/10.22342/jme.11.3.11327.333-346.
Full textAbstract:
In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
27
Khotimah, Rita Pramujiyanti, Mazlini Adnan, Che Nidzam Che Ahmad, and Budi Murtiyasa. "Science, Mathematics, Engineering, and Mathematics (STEM) Education in Indonesia: a Literature Review." Journal of Physics: Conference Series 1776, no. 1 (February 1, 2021): 012028. http://dx.doi.org/10.1088/1742-6596/1776/1/012028.
Full text
28
Daml, Michelle. "Using Community Events to Enliven STEM Education." Teaching Children Mathematics 23, no. 6 (February 2017): 376–79. http://dx.doi.org/10.5951/teacchilmath.23.6.0376.
Full textAbstract:
This article explores the many ways in which teachers can easily use STEM topics to incorporate local community events into their lessons. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
29
Qureshi, Anjum, and Nazir Qureshi. "Challenges and issues of STEM education." Advances in Mobile Learning Educational Research 1, no. 2 (2021): 146–59. http://dx.doi.org/10.25082/amler.2021.02.008.
Full textAbstract:
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.
30
MD-Ali, Ruzlan, and Khor Mui Kim. "Geogebra in Learning of Mathematics Towards Supporting “Stem” Education." Journal of Social Sciences Research, SPI6 (December 25, 2018): 776–82. http://dx.doi.org/10.32861/jssr.spi6.776.782.
Full textAbstract:
The objective of the study was to identify the effectiveness of GeoGebra’s dynamic software application on the work of grade 8 students based on geometric learning areas in Shape and Space, which includes the topics of Pythagoras Theorem, Coordinate, Locus in Two Dimensions and Transformation. At the end of the study, researchers were keen to know whether or not there were evidence of creative and innovative features in the students’ works, including skills such as applying, analysing, evaluating and creativity in line with Higher Order Thinking skills (HOTs) in Bloom’s taxonomy to support inquiry, exploration, create and reflection within Science, Technology, Engineering and Mathematics (STEM) education. The researchers conducted a quasi-experimental study that consisted of pre-test and post-test to identify the effectiveness of GeoGebra’s dynamic software in mathematical learning before and after treatment. A total of 102 students participated in the study. Both quantitative data and qualitative data were collected. The quantitative data was analyzed using MANOVA test. The validity and reliability of GeoGebra’s dynamic software manuals and the research instruments were validated by a panel of appointed mathematicians. Meanwhile, the qualitative data was collected through teacher questionnaire, teacher and student interviews, video recording, observation and field notes. The checklist of experimental group’s works using GeoGebra’s dynamic software demonstrates that the features of HOTs cognitive skills, namely apply, analyze, evaluate, and create had occurred at high frequencies and percentages. This indicates that Shape and Space geometry learning using GeoGebra’s dynamic software enables students to create critical, creative and innovative solutions to mathematical tasks that enhances problem solving skills characterized by inquiry, exploration, creation and reflection that support STEM education.
31
KRYVYLOVA, O., and V. ZHIGIR. "PROFESSIONAL TRAINING OF FUTURE SKILLED WORKERS BASED ON A STEM-ORIENTED APPROACH." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (July 6, 2022): 196–208. http://dx.doi.org/10.31494/2412-9208-2022-1-1-196-208.
Full textAbstract:
In recent years, there is a growing role of natural and mathematical training of future skilled workers, which meets the requirements of high-tech modern production. The end result of technical and vocational education should be motivated active applicants for qualifications who strive for continuous professional development, self-realization and career growth. Applicants for technical and vocational education need quality general education, which becomes an important foundation for mastering professional activities. The general education component of the basic structure of curricula for the training of skilled workers is divided into social-humanitarian and natural-mathematical parts. Natural and mathematical training occupies one of the leading positions in terms of the volume of the subject load in physics and mathematics, which are the basis for mastering the subjects of the vocational cycle, which requires the latest approaches to learning. One of the directions of innovative development of natural and mathematical education is the STEM teaching system. The article theoretically substantiates the possibilities of using the STEM-oriented approach in the training of future skilled workers. Based on the analysis of legal documents, modern theory and practice, the essence of STEM-oriented approach is revealed, the leading idea of which is the design of subjects, disciplines, courses on an interdisciplinary basis. Various aspects of the implementation of STEM education in Ukraine are presented on the example of the experience of native scientists and representatives of the pedagogical community. Peculiarities of natural and mathematical training of future skilled workers as an important foundation for mastering professional activity are determined. The importance of taking into account the interdisciplinary links of fundamental, general technical and professional-theoretical disciplines is emphasized. Forms of educational process, methods and means of natural-mathematical training on the basis of STEM-oriented approach are singled out, in particular projects, integrated lessons, quests, excursions, hackathons and others. Key words: skilled worker, interdisciplinarity, natural and mathematical education, vocational and technical education.
32
GÜDER, Yunus, and Ramazan GÜRBÜZ. "Products From Building an Engineering Model for Stem Education Activity." Cukurova University Faculty of Education Journal 51, no. 3 (December 30, 2022): 1552–83. http://dx.doi.org/10.14812/cufej.1027721.
Full textAbstract:
The aim of this study is to examine whether the purpose of the Engineering Model Eliciting Activities (EngMEAs) are to be used as a tool to bridge engineering and school mathematics in the transition to STEM education. To this end, researchers have developed "Traffic Lights Problem", which has an interdisciplinary nature, working with mathematics teacher. This problem was applied to two groups of 3 and 4 students studying in the 7th grade in a city center in the eastern region of Turkey in the 2017-2018 academic year. In the process of solving the problem, the students used mathematics, science, technology and engineering knowledge in an integrated structure and introduced their own mathematical and scientific ideas and supported these ideas with in-group discussions and presented different models (products). The models of the students were different from each other because of students’ first exposure to such a process, different way of thoughts in the groups and inherent complexity of the modelling problems. In the light of the findings, it was concluded that the traffic lights modeling problem had an interdisciplinary nature, and this problem may have an important function for STEM education.
33
GÜDER, Yunus, and Ramazan GÜRBÜZ. "Products From Building an Engineering Model for Stem Education Activity." Cukurova University Faculty of Education Journal 51, no. 3 (December 30, 2022): 1552–83. http://dx.doi.org/10.14812/cuefd.1027721.
Full textAbstract:
The aim of this study is to examine whether the purpose of the Engineering Model Eliciting Activities (EngMEAs) are to be used as a tool to bridge engineering and school mathematics in the transition to STEM education. To this end, researchers have developed "Traffic Lights Problem", which has an interdisciplinary nature, working with mathematics teacher. This problem was applied to two groups of 3 and 4 students studying in the 7th grade in a city center in the eastern region of Turkey in the 2017-2018 academic year. In the process of solving the problem, the students used mathematics, science, technology and engineering knowledge in an integrated structure and introduced their own mathematical and scientific ideas and supported these ideas with in-group discussions and presented different models (products). The models of the students were different from each other because of students’ first exposure to such a process, different way of thoughts in the groups and inherent complexity of the modelling problems. In the light of the findings, it was concluded that the traffic lights modeling problem had an interdisciplinary nature, and this problem may have an important function for STEM education.
34
Lee, Yujin, Robert M. Capraro, and Ali Bicer. "Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction." Canadian Journal of Science, Mathematics and Technology Education 19, no. 3 (May 30, 2019): 270–89. http://dx.doi.org/10.1007/s42330-019-00050-0.
Full text
35
Wu, Ying-Tien, and O. Roger Anderson. "Technology-enhanced stem (science, technology, engineering, and mathematics) education." Journal of Computers in Education 2, no. 3 (July 24, 2015): 245–49. http://dx.doi.org/10.1007/s40692-015-0041-2.
Full text
36
Yildirim, Bekir, and Cumhur Türk. "Opinions of middle school science and mathematics teachers on STEM education." World Journal on Educational Technology: Current Issues 10, no. 2 (May 12, 2018): 70–78. http://dx.doi.org/10.18844/wjet.v10i2.3426.
Full textAbstract:
In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.
37
Hrynevych, L. M., L. L. Khoruzha, N. M. Rudenko, and V. V. Proshkin. "STEM education in the context of improving the science and mathematics literacy of pupils." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012031. http://dx.doi.org/10.1088/1742-6596/2288/1/012031.
Full textAbstract:
Abstract 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, material and technical and educational-methodical support, motivation of pupils, practice-oriented content of education. As a result of the monitoring study, recommendations were prepared for general secondary education institutions for further implementation of STEM education.
38
Liu, Zi-Yu, Elena Chubarkova, and Marina Kharakhordina. "Online Technologies in STEM Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 20. http://dx.doi.org/10.3991/ijet.v15i15.14677.
Full textAbstract:
STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.
39
Yilmaz, Ferat, and Elcin Ayaz. "STEM education practices and moral character education: McSTEM?" Research in Pedagogy 11, no. 1 (2021): 45–62. http://dx.doi.org/10.5937/istrped2101045y.
Full textAbstract:
The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.
40
Tratras Contis, Ellene, and Batoul Abdallah. "Sustaining Solutions in Undergraduate STEM Education." ATHENS JOURNAL OF SCIENCES 8, no. 3 (August 30, 2021): 199–212. http://dx.doi.org/10.30958/ajs.8-3-3.
Full textAbstract:
Science, Technology, Engineering and Mathematics (STEM) programs that attract and sustain student interest feature learning that is experiential, investigative, hands-on, personally significant to both students and faculty, connected to other inquiries, and suggestive of practical application to students’ lives. Such learning flourishes in a community in which faculty are committed equally to teaching, to maintaining their own intellectual vitality, and to partnering with students in learning, and in which institutional support for such a community exists. The Creative Scientific Inquiry Experience (CSIE) Program at Eastern Michigan University (EMU) is involved in retaining and increasing the number of STEM graduates by including faculty professional development, student connectedness to the sciences and mathematics through academic service-learning, and curricular reform. In this conference paper we report on the success of the CSIE program, including course development, student engagement, student success, especially among underserved students, and sustainability. This work is important because it offers insight into the development, sustainability, and scalability into faculty-driven STEM education reform spanning 15 years. Keywords: STEM education, retention strategies, undergraduate STEM, majors/non-majors
41
Osadchyi, Viacheslav, Nataliia Valko, Liudmyla Kuzmich, and Nataliya Abdullaeva. "Research on the impact of specialized STEM education on later education choices." Ukrainian Journal of Educational Studies and Information Technology 10, no. 2 (June 30, 2022): 57–68. http://dx.doi.org/10.32919/uesit.2022.02.05.
Full textAbstract:
The influence of specialized training on the decision of future study direction is taken into account in the work. The underlying presumption is that pupils should be exposed to mathematical and natural sciences subjects early on, with a focus on mathematics. It will encourage kids to pursue STEM studies in the future. The problem of learning motivation is a crucial factor in future professional choice, development, and formation. It is crucial to note that students in modern times are rapidly losing their motivation to learn. Nearly a third of individuals who select the right study profile experience conflicts between their desire for professional autonomy and the availability of the information required for the profession, as well as between their desire to attend a higher education institution and their ability to do so. The paradox necessitates the deliberate formulation of a deliberate choice of future actions. The results of the research reveal that the study of natural and mathematical disciplines using contemporary teaching technologies and the planning of extra lesson systems based on the anticipated teaching techniques form the foundation of the motivational component of the choice of STEM-learning. It satisfies the expanding demand for education, intellect, and motivational beliefs to comprehend the subtleties of the upcoming vocation.
42
Tofel-Grehl, Colby. "National Need for Parity in STEM Education." Teaching Children Mathematics 21, no. 5 (December 2014): 261–62. http://dx.doi.org/10.5951/teacchilmath.21.5.0261.
Full textAbstract:
The author reports on Dr. Boalerc;s speech at the White House last April regarding the lack of positive role models for girls in STEM education. This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. Help your teachers plan lessons by coaching them to think about activating students' prior knowledge about content, clearly state the lesson goal, facilitate learning new content, and assess students' learning of the day's work.
43
Smith, Caroline, and Jane Watson. "Does the rise of STEM education mean the demise of sustainability education?" Australian Journal of Environmental Education 35, no. 1 (January 10, 2019): 1–11. http://dx.doi.org/10.1017/aee.2018.51.
Full textAbstract:
AbstractIn this article, we outline the key principles of education for sustainability (EfS) that enable us to question the enthusiastic and uncritical promotion of STEM (science, mathematics, engineering and technology) and its offshoot, STEM education, as key contributors to an environmentally sustainable future. We examine the framing of STEM and STEM education as situated in an unproblematised, neoliberal growthist paradigm, in contrast to the more critical ecological paradigm of EfS. We conclude that STEM, and hence STEM education, need to include critical reflection and futures perspectives if they are to align themselves with a flourishing economic, social and environmental future. We provide examples for the classroom that illustrate our contention.
44
Warne, Russell T., Gerhard Sonnert, and Philip M. Sadler. "The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest." Educational Researcher 48, no. 2 (March 2019): 101–11. http://dx.doi.org/10.3102/0013189x19825811.
Full textAbstract:
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups.
45
Georgieva, Veselina. "STEM Approach in Teaching Mathematics in Second Grade." Vocational Education 24, no. 2 (April 23, 2022): 161–69. http://dx.doi.org/10.53656/voc22-251stem.
Full textAbstract:
The report presents a series of STEM exercises realized with the students from the second grades (“A”, “B” and “C”) of the primary school “Alexander Georgiev -Kodzhakafaliyata” – city of Burgas. The tasks include mathematics, engineering, creativity and are performed in the classes for activities of interest within the all-day organization of educational activities, as well as in the classes for activities of interest to a group of children formed under the Ordinance on Inclusive Education. STEM tasks realized with second graders can be divided into: Making models of objects related to a particular plot; Making useful objects for our everyday life. To make the models, the students are divided into teams of two. The task of each team is the same: to make a model. Students take on the role of engineers, who have to design and build a model, working within certain limits. To make it easier for the little “engineers”, they are given an algorithm at the beginning of the class.
46
Borisova, Penka. "STEM FORM – WORKSHOP FOR TEACHING MATHEMATICS IN KINDERGARTEN." Education and Technologies Journal 12, no. 2 (August 1, 2021): 401–6. http://dx.doi.org/10.26883/2010.212.3559.
Full textAbstract:
The dynamics of our time requires a change in the educational paradigm and in particular – the techniques and technologies of teaching in preschool education. With the development of information and communication technologies, there is a need to implement them in kindergarten. Innovative models in the learning process aim to support the formation and development of children’s cognitive abilities in a way that is interesting to them, through the use of modern technologies. The new needs of children require flexibility in teaching, which is different from the traditional methodology and conservative models of learning. This paper presents a theoretical and applied study of the STEM approach and derivation of interactive STEM forms and technologies for teaching Mathematics in a preparatory group of kindergarten: clarifies its nature and practical implementation in modeling STEM -educational technology – a model of a studio for adolescents in the preschool stage and its benefits.
47
Kubat, Ulas, and Ersan Guray. "To STEM or not to STEM? That is not the question." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 388–99. http://dx.doi.org/10.18844/cjes.v13i3.3530.
Full textAbstract:
The aim of this study is to identify the faults in Science, Technology, Engineering and Mathematics (STEM) education and to provide an approach to how these deficiencies can be eliminated. The STEM approach can provide students with an interdisciplinary point of view to gain creativity, critical thinking, high-level skills of thinking and problem-solving. STEM abbreviation consists of the initials of the words ‘Science’, ‘Technology’, ‘Engineering’ and ‘Mathematics’. Conventional educational systems dictate student to learn specific topics separately and expect from them to make these knowledge and experience useful, functional in their life. In this research, a qualitative research method was used. This study was performed by using document analysis method. A novel, integrated education system called as the STEM is investigated with its methodology and problems in application outcoming so far. The importance of such an integrated programme is highlighted and some remedies to create an effective integrated education programme are emphasised.
Keywords: STEM education, integrated programmes, interdisciplinary education.
48
Gondo, Thembelihle, and Jenet Jean Mudekunye. "Nurturing Curiosity Learning Through STEM in Physical Education in Zimbabwe." International Journal of Technology-Enabled Student Support Services 10, no. 2 (July 2020): 20–30. http://dx.doi.org/10.4018/ijtesss.2020070102.
Full textAbstract:
Science, technology, engineering, and mathematics (STEM) develop deep mathematical and scientific underpinnings students need in the 21st-century workforce. The future of many countries lies in lifetime engagement with STEM education. STEM is an expressive curriculum pertinent to learners and develops reasoning, investigative, and creative skills. Modern lives that affect the economy are transformed through innovations. Economic ambitions can be driven through supporting technological creativity solutions for economic competitiveness. Children see STEM as a tool that helps them understand their world and critically think about intentionally incorporating different subjects across existing curriculum. This paper looks at the possibility of nurturing curiosity in physical education through STEM in Zimbabwe. The paper uses library methodology approach. The article proposes appropriate instruction for underprepared workforce through workshops and staff development. Proficiency thinking, problem-solving, and engineering skills exposure are also advocated for.
49
Yildirim, Bekir, and Cumhur Türk. "An Opinions of secondary school science and mathematics teachers on STEM education." World Journal on Educational Technology: Current Issues 10, no. 1 (February 16, 2018): 52. http://dx.doi.org/10.18844/wjet.v10i1.3120.
Full textAbstract:
In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.
50
Stoet, Gijsbert, and David C. Geary. "The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education." Psychological Science 29, no. 4 (February 14, 2018): 581–93. http://dx.doi.org/10.1177/0956797617741719.
Full textAbstract:
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.