A Strategy for Meaningful Ethics Curriculum

2019 ◽  
Vol 19 (2) ◽  
pp. 137-145
Author(s):  
Susan LeFrancois ◽  
Keyword(s):  
Ethics Education ◽  
Professional Lives ◽  
Business Professionals ◽  
Business Programs ◽  
Future Technology ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Knowledge And Practice ◽  
Constructive Confrontation ◽  
Ethics Curriculum

Recently, there has been a focus on ethics education in STEM (Science, Technology, Engineering, Mathematics) and business programs. Scholars, industry representatives, and accreditation bodies have identified ethics education as an element that requires renewed strategies to create better prepared professionals. In this paper, the author argues the importance of educating future technology and business professionals in constructive confrontation, conflict resolution, and creative problem solving. In addition, students need to be provided tools to become self-aware so they can be more assertive in their everyday lives which will lead to more confident decision-making. Ethics curriculum in all fields should provide discussion regarding the normalcy and essential nature of confrontation. Without knowledge and practice of strategy when confrontation is needed, students will be less likely to act when faced with questionable situations in their professional lives. Finally, educational techniques for use in the classroom, such as assignments that promote practice in confrontation and peer mediation, are presented and explained.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

scholarly journals From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

2021 ◽  
Vol 11 (4) ◽  
pp. 171
Author(s):  
Chinlon Lin ◽  
Jianping Huang ◽  
Rungtai Lin
Keyword(s):  
Design Education ◽  
Socioeconomic Development ◽  
Global Market ◽  
Design Development ◽  
Education Development ◽  
Public And Private ◽  
Future Goals ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Successful Design

The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan’s design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan’s design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan.

scholarly journals The Effectiveness of SW (Student Worksheets) Based on STEM (Science, Technology, Engineering, Mathematics) to Train Students' Creative Thinking Skills

2021 ◽  
Vol 5 (1) ◽  
pp. 1-18
Author(s):  
Anugrah Agustina ◽  
Yuni Sri Rahayu ◽  
Yuliani Yuliani
Keyword(s):  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Test Design ◽  
Learning Approaches ◽  
Research Subjects ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
Basic Competency

Existing learning has not fully facilitated 4C (critical thinking, communication, collaboration, and creativity) skills and there are obstacles for students to encounter in studying biology, especially the material about plant tissue. It happens due to various limitations in achieving basic competency skills. One of the learning approaches that can be used to support 4C skills is the STEM approach which is supported by student worksheets (SW) to guide the learning process. The purpose of this study was to measure the effectiveness of STEM-based SW to train students' creative thinking skills. The research method used is descriptive quantitative and qualitative with one group pre-test and post-test design. The research subjects were 21 students of XI grades at SMAK St.Hendrikus. Data analysis of the N-Gain test of creative thinking skills obtained an average N-gain of 0.7 with a medium category. The N-Gain analysis of creative thinking skills using the T-Test with a sig. (2-tailed) value of 0.000 indicates that STEM-based worksheets are effective in training students' creative thinking skills.

scholarly journals Business Ethics and Ethics Education in American Business Programs

Competitio ◽  
2008 ◽  
Vol 7 (2) ◽  
pp. 195-200
Author(s):  
John D. Keiser
Keyword(s):  
Business Ethics ◽  
Ethics Education ◽  
Business Students ◽  
Jel Classification ◽  
American Business ◽  
Business Practices ◽  
Teaching Ethics ◽  
Ethical Business ◽  
Business Programs ◽  
The Difference

This essay presents an overview of what American business programs cover in their curricula regarding ethics and the reasons behind teaching ethics-related material to business students. Topics for the paperinclude; requirements for having ethics in the curricula, broad perspectives of what constitutes ethical business practices, and the difference between professional ethics and business ethics. Journal of Economic Literature (JEL) classification: M14, A20

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

scholarly journals Attitudes of University Students towards STEM Approach

2020 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Bahjat Hamid Altakahyneh ◽  
Mofeed Abumusa
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Student Attitudes ◽  
Statistical Significance ◽  
Validity And Reliability ◽  
Knowledge And Skills ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Collaboration And Communication ◽  
The University

The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.

scholarly journals Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3259
Author(s):  
TBM Chowdhury ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sustainable Development Goals ◽  
School Setting ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Development Goals ◽  
Informed Citizenry ◽  
Technological Decision Making

This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

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