scholarly journals Two Decades of STEM Education Research in Middle School: A Bibliometrics Analysis in Scopus Database (2000–2020)

2021 ◽  
Vol 11 (7) ◽  
pp. 353
Author(s):  
Huong Le Thi Thu ◽  
Trung Tran ◽  
Thao Trinh Thi Phuong ◽  
Trinh Le Thi Tuyet ◽  
Hoang Le Huy ◽  
...  
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Stem Education ◽  
Research Collaboration ◽  
School Science ◽  
Data Set ◽  
The Usa ◽  
Scopus Database ◽  
Scientific Results ◽  
Science Classes

STEM education has become important in many countries around the world. STEM education can begin while students are very young. However, earlier research has shown that one of the most important factors influencing the decision on scientific research selection is the middle school science classes. In this research, we extract database from Scopus to evaluate the scientific results of publications in the field of STEM education in middle school in the period 2000–2020. A data set of 272 academic papers was indexed to monitor the development of this field by Scopus. The results of the quantitative analysis showed that researches on STEM education in middle schools have boomed in the last 5 years, mainly in the USA. The trend of research collaboration in the field of STEM education in middle schools is not strong. The research topics are quite diverse, focusing on a number of issues: gender, engineering education, curriculum, etc. This study has some limitations, including that only data from the Scopus database were selected and manually filtered, so our analyses totally depended on the quality of the input information imported from the Scopus database.

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

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.

Essays as Valid Measures of Learning in Middle-School Science Classes

1995 ◽  
Vol 18 (4) ◽  
pp. 311-324 ◽  
Author(s):  
Victor Nolet ◽  
Gerald Tindal
Keyword(s):  
Middle School ◽  
School Science ◽  
Middle School Science ◽  
Performance Assessments ◽  
Students With Learning Disabilities ◽  
Problem Solving Skills ◽  
Highly Sensitive ◽  
Criterion Referenced ◽  
Science Classes ◽  
Production Response

Students with learning disabilities often participate in middle-school science and social studies classes. Current conceptions of achievement in content classes focus on use of complex thinking and problem-solving skills rather than acquisition of specific factual information. Increasingly, learning is measured with performance assessments that require a production response, often, an essay. This study explored the construct validity of essay tasks as measures of learning in content classes. Students in two sections of a seventh-grade general science class wrote essays in response to prompts designed to elicit use of the intellectual operation evaluation. They also wrote a compare-contrast essay and took traditional end-of-chapter criterion-referenced tests. All measures were tied to specific two-week units of instruction presented by the students' regular science teacher. Results indicated that essay tasks may be highly sensitive to both the content of instruction and the design of the prompt. The validity of essays as measures of content learning likely relates more to the goals of instruction and the desired outcomes for assessment than the task itself. Implications for the use of essay tasks as measures of learning in content classes that include students with learning disabilites are discussed.

scholarly journals Examining the Bystander Effect and Sexual Violence: Do Middle School Prevention Programs Work? [Russell Sage College]

2019 ◽  
Author(s):  
Gabriela Beatriz Cardona ◽  
Michelle Napierski-Prancl
Keyword(s):  
Middle School ◽  
Sexual Assault ◽  
Sexual Harassment ◽  
Middle Schools ◽  
Prevention Program ◽  
Bystander Effect ◽  
Statistical Significance ◽  
Prevention Programs ◽  
Data Set ◽  
School Prevention Program

Since the horrific murder of Kitty Genovese in 1964, sociologists have been concerned with better understanding and hopefully, reducing incidents of the bystander effect. This study builds upon past work by examining the bystander effect in cases of sexual harassment and victimization with a focus on middle school students.  Given the #metoo movement, Christine Blasey Ford’s testimony against Judge Kavanaugh and the proposed changes to college campus policies on sexual assault proposed by Secretary of Education Betsy Devos, this study on sexual assault and the bystander effect is culturally relevant and timely. Past studies have found that prevention programs influence bystander participation. The research discovered that bystander participation varies depending on the diverse types of sexual assault and harassment. This research will examine the bystander effect in middle school adolescents dealing with sexual harassment, assault, or violence in schools. An analysis of adolescents’ belief on whether they can prevent sexual assault in their schools will be conducted. This research wishes to understand what characteristics contribute to students being active bystanders, someone who acts. The Experimental Evaluation of a Youth Dating Violence Prevention Program in NYC Middle Schools data set is utilized in this study. The sample size is 2,655 students from inner-city middle schools. All statistical analysis is conducted with SPSS. Chi-square, Gamma, and Cramer’s V are used to test statistical significance and strength of relationships. The results are interesting. Out of the seven hypotheses, three were found to be statistically significant. Gender, age, and in some cases attendance at a school prevention program had a significant effect on bystander intervention. In contrast, race and in other cases attendance at a school prevention program were not significant. The varying results towards student’s participation in prevention programs raises future questions on how prevention programs effect bystander effect.

scholarly journals Opinions of middle school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (2) ◽  
pp. 70-78
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Spring Semester ◽  
And Mathematics ◽  
Middle School Science Teachers ◽  
Science And Mathematics Teachers

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.

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