scholarly journals Empowering Teacher Librarians to Support STEM Education: Preliminary Findings

2019 ◽  
Author(s):  
Melissa Johnston
Keyword(s):  
Problem Solving ◽  
Stem Education ◽  
Emerging Technologies ◽  
Digital Tools ◽  
Exploratory Learning ◽  
Stem Learning ◽  
Teacher Librarians

STEM education is grounded in problem solving, discovery, and exploratory learning, which requires students to actively engage in a situation in order to find its solution (Young, 2013). Students engage in STEM learning in many different ways, with technology and media playing an important role. Students need exposure to current and emerging technologies appropriate for STEM learning, but also instruction on how to interact with and utilize digital tools to solve problems and improve learning (Subramaniam & Edwards, 2014; Subramaniam et al., 2013).

scholarly journals Supporting STEM Education in the School Library with Digital Tools

2021 ◽  
Author(s):  
Melissa P. Johnston ◽  
Lucy Santos Green ◽  
Amanda Jones ◽  
Erica Thompson
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
School Library ◽  
Digital Tools ◽  
Leadership Roles ◽  
Federally Funded ◽  
Stem Learning ◽  
Digital Resources ◽  
K 12 ◽  
Teacher Librarians

The prominence of technology in STEM education provides opportunities for teacher librarians to collaborate with teachers across multiple disciplines and embrace leadership roles through integrating digital tools for teaching and learning. This presentation will discuss work from the federally funded REALISD project which is providing professional development for K-12 teacher librarians for designing and facilitating STEM learning in their schools. Participants will learn about locating, accessing, and evaluating digital resources, along with strategies for utilizing resources to provide learning experiences in the STEM areas through both formal and informal instruction.

scholarly journals Best IASL Conference 2017 Paper: Preparing Teacher Librarians to Support STEM Education

2017 ◽  
pp. 1-11
Author(s):  
Melissa P. Johnston
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
The United States ◽  
Stem Learning ◽  
Post Secondary ◽  
Integration Of Technology ◽  
And Mathematics ◽  
Teacher Librarians ◽  
New Generation ◽  
Pre Service Teacher

A current focus in schools in the United States is STEM education, which prepares students for successful employment and post-secondary studies that require unique and more-technically advanced skills through teaching and learning in the areas of science, technology, engineering, and mathematics (STEM). This approach is grounded in problem solving, discovery, and exploratory learning, which requires students to actively engage in a situation in order to find its solution. Students engage in STEM learning in many different ways, with technology and digital resources playing an important role. The prominence of technology in STEM education provides leadership opportunities for teacher librarians. Yet, teacher librarians must be prepared to lead in the integration of technology to support STEM education. This report presents identified needs of teacher librarians in regards to supporting STEM education and discusses implications for better preparing pre-service teacher librarians to lead in order to address the needs of a new generation of learners.

scholarly journals Direction of collaborative problem solving-based STEM learning by learning analytics approach

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Li Chen ◽  
Nobuyuki Yoshimatsu ◽  
Yoshiko Goda ◽  
Fumiya Okubo ◽  
Yuta Taniguchi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Stem Education ◽  
Learning Analytics ◽  
Learning Strategy ◽  
Collaborative Problem Solving ◽  
Learning Performance ◽  
Stem Learning ◽  
Learning Behaviors ◽  
Collaborative Problem

AbstractThe purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

scholarly journals Engaging learners in STEM education

2017 ◽  
Vol 5 (1) ◽  
pp. 35-58 ◽  
Author(s):  
Joseph Krajcik ◽  
İbrahim Delen
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Design Process ◽  
Stem Education ◽  
Practical Knowledge ◽  
Student Thinking ◽  
Stem Learning ◽  
Problem Solving Skills ◽  
K 12 ◽  
Support Students

In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?” We also discuss criteria for evaluating STEM learning environments and the challenges teachers face in implementing STEM. We define STEM as the integration of science, engineering, technology, and mathematics to focus on solving pressing individual and societal problems. Engaging students in STEM also means engaging learners in the design process. Design is integral to student thinking in the STEM world. The design process is very non-linear and iterative in its nature but requires clearly articulating and identifying the design problem, researching what is known about the problem, generating potential solutions, developing prototype designs (artifacts) that demonstrate solutions, and sharing and receiving feedback. With the integration of design, STEM education has the potential to support students in learning big ideas in science and engineering, as well as important scientific and engineering practices, and support students in developing important motivational outcomes such as ownership, agency and efficacy. Moreover, students who engage in STEM learning environments will also develop 21st century capabilities such as problem solving, communication, and collaboration skills.

scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

What Is STEM Education

2021 ◽  
Vol 9 (3) ◽  
pp. 19-29
Author(s):  
Daniela Kozhuharova ◽  
Mariya Zhelyazkova
Keyword(s):  
Stem Education ◽  
Stem Learning

The article discusses the essence of STEM learning – its occurrence, definitions and skills that it develops in students. Based on a survey among Bulgarian teachers, an analysis of their knowledge and understanding of the occurrence and applicability of STEM training in the Bulgarian school was made.

scholarly journals Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Yan Dong ◽  
Jing Wang ◽  
Yunying Yang ◽  
Premnadh M. Kurup
Keyword(s):  
Knowledge Base ◽  
Stem Education ◽  
Structural Equation ◽  
Mathematical Problem ◽  
Equation Model ◽  
Chinese Society ◽  
Stem Learning ◽  
Chinese Teachers ◽  
Teachers Beliefs ◽  
K 12

Abstract Background China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the interdisciplinary nature of the STEM curriculum and the current typical school structure. The success of the STEM programs depends on teachers’ beliefs and their knowledge in adapting to instructional implementation of STEM concepts. Results The data (n = 216) was collected from STEM primary and secondary teachers from 25 provinces in mainland China. Exploratory factor analysis (EFA) was applied, and Pearson’s correlation analysis was used to examine the correlation between Chinese STEM teachers’ beliefs, knowledge, implementation, and the intrinsic challenges of STEM education; t tests and analysis of variance (ANOVA) were performed to ascertain whether there were differences. The structural equation model (SEM) was applied to identify interrelationships. The results indicated that Chinese STEM teachers encounter higher-level intrinsic challenges to instructional implementations based on their beliefs and knowledge. Teachers who utilize their experience of teaching science as their main discipline and then attempt to integrate STEM using mathematics and engineering are likely to encounter higher-level intrinsic challenges in implementation. Conclusion The intrinsic challenges perceived by Chinese teachers in the practice of STEM education can be predicted by their beliefs and knowledge base. Teachers who understand the nature and pedagogy of STEM education are more likely to encounter lower-level intrinsic challenges of STEM teaching, while teachers who utilize their main discipline when conducting integrated STEM learning activities through modeling based on science, technology, engineering, and mathematical problem situations are more likely to encounter higher-level intrinsic challenges. This study also reveals that there are some significant differences in the level of STEM teachers’ beliefs, knowledge base, instructional practice, and their intrinsic challenges based on their teaching grade, seniority, and experience of STEM training and teaching.

An analysis of Australian STEM education strategies

2018 ◽  
Vol 17 (2) ◽  
pp. 122-139 ◽  
Author(s):  
Steve Murphy ◽  
Amy MacDonald ◽  
Lena Danaia ◽  
Cen Wang
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Career Pathways ◽  
Learning Trajectories ◽  
Stem Learning ◽  
Equity Issues ◽  
Australian State ◽  
Education Strategy ◽  
The Individual ◽  
Stem Dispositions

In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

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