scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

Problems Faced by Educators and Students in Teaching and Learning Engineering

2020 ◽  
pp. 1-26
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Research Study ◽  
Abstract Thinking ◽  
Problem Solving Skills ◽  
Fundamental Knowledge ◽  
And Mathematics

In this chapter, the author presents the problems faced by educators and students in teaching and learning engineering courses. In general, teaching of engineering courses are relatively challenging due to the nature of the courses that are perceived as “difficult courses” by a number of students. This course is built upon the strong fundamental knowledge in physics and mathematics. This course requires the students to have a strong abstract thinking, reasoning, and problem-solving skills. Due to this problem, a further research study (a continuation from previous study) was embarked at the National Energy University, which is also known as Universiti Tenaga Nasional (UNITEN), Malaysia. Selected lecturers and students were randomly selected and interviewed to find the reasons for this problem.

scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

2016 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Jeffry L. White ◽  
G.H. Massiha
Keyword(s):  
Conceptual Framework ◽  
Race And Ethnicity ◽  
Minority Women ◽  
Women In Science ◽  
Review Of The Literature ◽  
Physical Sciences ◽  
Science Technology ◽  
Research Questions ◽  
And Mathematics ◽  
The Many

<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

scholarly journals Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

2020 ◽  
Vol 12 (6) ◽  
pp. 2279 ◽  
Author(s):  
Francisco-Javier Hinojo-Lucena ◽  
Pablo Dúo-Terrón ◽  
Magdalena Ramos Navas-Parejo ◽  
Carmen Rodríguez-Jiménez ◽  
Antonio-José Moreno-Guerrero
Keyword(s):  
Teaching And Learning ◽  
Web Of Science ◽  
Research Papers ◽  
Scientific Performance ◽  
New Era ◽  
Word Analysis ◽  
Science Technology ◽  
Women And Science ◽  
And Mathematics ◽  
Educational Field

Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

scholarly journals Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2496
Author(s):  
Genaro de Gamboa ◽  
Edelmira Badillo ◽  
Digna Couso ◽  
Conxita Márquez
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Scientific Activity ◽  
Scientific Practices ◽  
Learning Sequence ◽  
Mathematical Connections ◽  
Science Technology ◽  
Real Population ◽  
And Mathematics ◽  
Mathematics And Science

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.

scholarly journals Buku Saku Digital Berbasis STEM: Pengembangan Media Pembelajaran terhadap Kemampuan Pemecahan Masalah

2021 ◽  
Vol 10 (3) ◽  
pp. 401-412
Author(s):  
Yuyun Anita ◽  
Andi Thahir ◽  
Komarudin Komarudin ◽  
Suherman Suherman ◽  
Novia Dwi Rahmawati
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Stage Of Development ◽  
Science Technology ◽  
Addie Model ◽  
And Mathematics ◽  
Quantitative Descriptive ◽  
Interesting Learning

AbstrakPembelajaran di abad 21 sangat memerlukan berbagai inovasi media pembelajaran yang dapat dijadikan sebagai alat bantu pendidik dalam melaksanakan kurikulum. Buku saku digital berbasis science, technology, engineering, and mathematics (STEM) bertujuan agar dapat dikembangkan menjadi media pembelajaran yang layak dan menarik terhadap kemampuan pemecahan masalah. Metode penelitian yang digunakan adalah Reseach and Depelovment (R&D) dengan menggunakan model ADDIE. Teknik analisis data menggunakan teknik deskriptif kualitatif serta kuantitatif. Proses uji coba dilakukan setelah validasi ahli materi dan ahli media yang menunjukkan bahwa buku saku berbasis STEM memiliki kriteria menarik untuk digunakan. Namun uji efektivitas media pembelajaran buku saku digital tidak dapat terlaksana disebabkan adanya pandemi covid-19 yang mengakibatkan kegiatan pembelajaran dilakukan secara daring atau online. Adanya kebijakan tersebut mengakibatkan penelitian ini hanya terlaksana sampai pada tahap development atau pengembangan. STEM-Based Digital Pocketbook: Development of Learning Media on Students' Mathematical Problem-Solving Skills AbstractThe 21st century needs a variety of learning media innovations that can be used as a device in implementing the curriculum. The goal of digital pocketbooks based on science, technology, engineering, and mathematics (STEM) is to develop into worthy and interesting learning media on mathematical problem-solving skills. The research method used Research and Development (R&D) using the ADDIE model. Data analysis techniques use qualitative and quantitative descriptive techniques. The process was conducted after validation of material experts and media experts who showed that STEM-based pocketbooks had interesting criteria to use. However, the effectiveness of digital pocketbook learning media cannot be carried out due to the covid-19 pandemic that resulted in learning activities being conducted online or online. The existence of this policy resulted in this research only being carried out to the stage of development or development.

scholarly journals EL DOMINIO AFECTIVO EN LA RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS: UNA JERARQUIZACIÓN DE SUS DESCRIPTORES

2017 ◽  
Vol 7 (1) ◽  
pp. 233 ◽  
Author(s):  
Ana Caballero Carrasco ◽  
Janeth Cárdenas Lizarazo ◽  
Rosa Gómez del Amo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Problem Solver ◽  
Clear Definition ◽  
Persistent Problem ◽  
Mathematics Problem Solving ◽  
And Mathematics ◽  
Definition Of ◽  
Mathematics Problem

Abstract.THE AFFECTIVE DOMAIN IN MATHEMATICS PROBLEM SOLVING: A HIERARCHY OF DESCRIPTORSAt present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez- Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver..Keywords: affective domain; mathematics problema solving; beliefs; attitudes; emotions.Resumen.En la actualidad queda constatada la relevancia que tiene el dominio afectivo en el desarrollo y en el aprendizaje de las personas y, de forma concreta, en las matemáticas y la resolución de problemas matemáticos (RPM). No obstante, tal como indica Gómez-Chacón (2000), un problema persistente en la comprensión del afecto en la enseñanza y aprendizaje de las matemáticas ha sido encontrar una definición clara de qué es el afecto o el dominio afectivo. Es por ello que el objetivo de este trabajo es ofrecer una definición clara del dominio afectivo en las matemáticas y RPM así como también determinar y jerarquizar los descriptores o dimensiones que componen este constructo: actitudes (matemáticas y hacia las matemáticas), emociones (haciendo hincapié en la ansiedad como la más influyente en la RPM) y creencias (sobre la naturaleza y la enseñanza y aprendizaje de las matemáticas y la RPM, sobre el contexto social y sobre uno mismo como resolutor de problemas). Como aspecto innovador, además de dilucidar la discusión entre considerar la ansiedad como actitud o como emoción, incluimos las expectativas generalizadas de control (de contingencia, de indefensión, de creencia en la suerte, de autoeficacia y de éxito) dentro de las creencias sobre uno mismo como aprendiz matemático y resolutor de problemas matemáticos.Palabras claves: dominio afectivo; resolución de problemas matemáticos; creencias; actitudes; emociones.

scholarly journals Boundaries From Borders: Cross-Border Relationships in the Context of the Mental Perception of a Borderline – Experiences from Spanish-French and Polish-German Border Twin Towns

2016 ◽  
Vol 35 (1) ◽  
pp. 105-119 ◽  
Author(s):  
Iwona Markuszewska ◽  
Minna Tanskanen ◽  
Josep Vila Subirós
Keyword(s):  
Social Bonds ◽  
Principal Point ◽  
Main Research ◽  
Common Space ◽  
Cross Border ◽  
Living Together ◽  
The Common ◽  
Research Questions ◽  
Mental Perception

Abstract In this paper, the borderlands, in the context of the psychological perception of frontiers, were presented. The common relationships between different nationalities living in border twin towns was a principal point of analysis. During the investigation two main research questions were asked: Is a frontier a barrier or a bridge in the common relationships between nationalities living on both sides of the borderline? and Does the trans-border casual social integration stimulate openness to neighbours? The study was conducted in two double towns: la Jonquera (Els límits) - Le Perthus at the Spanish-French border and Słubice - Frankfurt-am-Oder at the Polish-German border. The data were gathered from surveys by questioning locals and visitors during street polling. The design of the questionnaire included three main groups of questions relating to: 1) the perception of the borderline and the role of the border twin towns, 2) the attitude towards neighbours and identification with the borderlands, and 3) the future of the borderline in the context of the twin towns existence and cross-border linkages. The results showed that the historical circumstances and cultural background play a crucial role in the current bilateral interrelations between nations sharing the common space of the twin towns. These two aspects of the borderland have an influence on the psychological perception of the border that creates mental boundaries in local societies. However, as the results proved, the necessity of living together pushed locals to be more open-minded, which as a consequence supported the establishment of social bonds.

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