scholarly journals STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development

2020 ◽  
Vol 12 (21) ◽  
pp. 8865
Author(s):  
Thi Phuoc Lai Nguyen ◽  
Thi Huy Nguyen ◽  
Thanh Khiet Tran
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
Stem Education ◽  
Secondary School Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
And Behavior ◽  
Stem Teaching ◽  
Attitudes And Behavior ◽  
Real World Problems

Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.

scholarly journals THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

2019 ◽  
Vol 4 (1) ◽  
pp. 300
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Sustainable Development ◽  
Stem Education ◽  
Real World ◽  
Sustainable Development Goals ◽  
After School ◽  
Curriculum Standards ◽  
Global Issues ◽  
Integrated Stem ◽  
Development Goals ◽  
Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems.  Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’.  Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills.  The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.   Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

scholarly journals Characteristics of Household Waste Management in an Effort to the Achievement of Sustainable Development Goals (SDGs) in Krembangan District of Surabaya City

2017 ◽  
Vol 1 (1) ◽  
pp. 40-46
Author(s):  
Abdul Wahid Arfanto ◽  
F Rooslan Edy Santosa
Keyword(s):  
Sustainable Development ◽  
Waste Management ◽  
Sustainable Development Goals ◽  
Development Program ◽  
Household Waste ◽  
Role Of Government ◽  
Development Goals ◽  
Household Waste Management ◽  
And Behavior ◽  
Attitudes And Behavior

Sustainable Development Goals (SDGs) is a continuous development program which 17 destinations.This research was conducted in District Krembangan Surabaya, the goal is to determine the level of knowledge, attitudes and behavior of public in waste management activities and the role of government in waste management activities. The determination of the respondents were selected by a procedure in the Study of Environmental Health Risk Assessment (EHRA). The data obtained from interviews and observations will be entered into the software EHRA, then processed using Microsoft Excel. The results of this study include the management of household waste, the frequency and accuracy of transporting waste and waste sorting activities. 89% of respondents are already carrying out waste management by means of collected and discharged intotemporary landfill. Waste hauling was done in a regular frequency, as much as 14% respoden have done sorting waste at home before being dumped intotemporary landfill.

The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views

2018 ◽  
Vol 19 (3) ◽  
pp. 954-972 ◽  
Author(s):  
Sevgi Aydin-Gunbatar ◽  
Aysegul Tarkin-Celikkiran ◽  
Elif Selcan Kutucu ◽  
Betul Ekiz-Kiran
Keyword(s):  
Engineering Design ◽  
Content Knowledge ◽  
Stem Education ◽  
Two Dimensions ◽  
Teacher Education Programs ◽  
Chemistry Teachers ◽  
Integrated Stem ◽  
And Mathematics ◽  
Pre Service Teacher ◽  
Similar Development

In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants’ content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n= 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n= 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.

Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea

2019 ◽  
Vol 22 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Miran Song
Keyword(s):  
South Korea ◽  
Secondary Teachers ◽  
Stem Education ◽  
Teaching Competencies ◽  
Content Type ◽  
Teachers Perceptions ◽  
Integrated Stem ◽  
Key Competencies ◽  
And Performance ◽  
Stem Teaching

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.

scholarly journals A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

2021 ◽  
Vol 6 (1) ◽  
pp. 242-264
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Secondary Schools ◽  
Needs Assessment ◽  
Stem Education ◽  
Secondary Level ◽  
Learning Approach ◽  
Integrated Stem ◽  
Science Technology ◽  
And Mathematics ◽  
Lower Secondary Schools

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.   Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria.   31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.   Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.   Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.   Keywords: STEM education, needs assessment, case study, gap, interventions   Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

scholarly journals The green-based school and the creation of student’s environmental attitude and behavior

2021 ◽  
Vol 6 (2) ◽  
pp. 249-258
Author(s):  
Restika R. Efiariza ◽  
Ova Candra Dewi ◽  
Toga H. Panjaitan ◽  
Rizka Felly
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Environmental Attitudes ◽  
Environmental Attitude ◽  
New Ecological Paradigm ◽  
Multiple Case ◽  
Environmental Attitudes And Behavior ◽  
Observation Method ◽  
And Behavior ◽  
Attitudes And Behavior

This study examines the relationship between the green-based school with students’ environmental attitudes and behavior. Sustainable development has become the solution and commitment to save the earth from destruction due to human behavior. Environmental education plays an important role in creating an environmentally literate society. Adiwiyata School, an official form of environmental education, is one of the efforts to increase sustainable development through education as a way to improve student's environmental attitude and behavior. The research design used multiple case studies utilizing the observation method and questionnaire distribution to Adiwiyata and non-Adiwiyata schools. A New Ecological Paradigm (NEP) scale and a General Ecological Behavior (GEB) scale are used to measure student's environmental attitudes and behavior change. As a result, the green-based school creates influences in student's environmental attitudes (9.3%) and environmental behavior (12.3%).

scholarly journals From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory

2021 ◽  
Vol 10 (5) ◽  
pp. 150
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Human Resources ◽  
Stem Education ◽  
Social Cognitive ◽  
Secondary School Teachers ◽  
The United States ◽  
Teaching Profession ◽  
Second Career ◽  
Group Data ◽  
Focus Group Data ◽  
And Mathematics

The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many expressed that the populations of STEM teachers with professional and industry experiences are greatly needed. The outcomes of this study provided the blueprint for researchers, school leaders, policymakers and human resources planners to reform and polish their current plans for teachers training and professional development in order to solve the workforce issues in the fields of STEM education and teaching.   Received: 29 May 2021 / Accepted: 15 July 2021 / Published: 5 September 2021

An Integrated STEM Professional Development Initiative for Connecting Environmental Education Across Middle and Secondary Mathematics

2021 ◽  
pp. 137-170
Author(s):  
Kimberly Gardner ◽  
Roneisha W. Worthy ◽  
David Glassmeyer
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Teaching Practices ◽  
Secondary Mathematics ◽  
Qualitative Inquiry ◽  
Teaching Approaches ◽  
Integrated Science ◽  
Integrated Stem ◽  
Education Model ◽  
And Mathematics

This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.

scholarly journals Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

2021 ◽  
Vol 6 ◽  
Author(s):  
Weiping Hu ◽  
Xipei Guo
Keyword(s):  
Stem Education ◽  
Curriculum Design ◽  
Implementation Strategies ◽  
Fundamental Reason ◽  
Key Competencies ◽  
And Mathematics ◽  
Based Instruction ◽  
Instruction Theory ◽  
Stem Teaching

National attention has been given to science, technology, engineering, and mathematics (STEM) education, which is well recognized as an effective way to cultivate the key competencies of 21st-century talents. However, current STEM education falls short of the desired results. The fundamental reason is that there has not been a clearly and structurally explained systematic construction and effective implementation of STEM curricula. Accordingly, this article systematically expounds on the construction of the STEM curricula system from four aspects. Specifically, we first proposed the components of the STEM competencies as the goal of STEM education to provide a guiding direction for other parts of the design of the STEM curricula. Then, we elaborated on how to cultivate the STEM competencies from two aspects: the design principles of the STEM curricula content and the implementation strategies of STEM teaching. Finally, we explained how to effectively evaluate to monitor and improve the implementation of the STEM curriculum. In addition to the above mentioned, we then presented a case study of STEM courses constructed under the guidance of “think-based instruction theory” (TBIT) to help readers further understand the nature of the STEM curricula.

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