Sample records for mathematics stem subjects

  1. Defining the Relationship of Student Achievement Between STEM Subjects Through Canonical Correlation Analysis of 2011 Trends in International Mathematics and Science Study (TIMSS) Data

    NASA Astrophysics Data System (ADS)

    O'Neal, Melissa Jean

    Canonical correlation analysis was used to analyze data from Trends in International Mathematics and Science Study (TIMSS) 2011 achievement databases encompassing information from fourth/eighth grades. Student achievement in life science/biology was correlated with achievement in mathematics and other sciences across three analytical areas: mathematics and science student performance, achievement in cognitive domains, and achievement in content domains. Strong correlations between student achievement in life science/biology with achievement in mathematics and overall science occurred for both high- and low-performing education systems. Hence, partial emphases on the inter-subject connections did not always lead to a better student learning outcome in STEM education. In addition, student achievement in life science/biology was positively correlated with achievement in mathematics and science cognitive domains; these patterns held true for correlations of life science/biology with mathematics as well as other sciences. The importance of linking student learning experiences between and within STEM domains to support high performance on TIMSS assessments was indicated by correlations of moderate strength (57 TIMSS assessments was indicated by correlations of moderate strength (57 < r < 85) stronger correlations (73 < r < 97) between life science/biology and other science domains. Results demonstrated the foundational nature of STEM knowledge at the fourth grade level, and established the importance of strong interconnections among life science/biology, mathematics, and other sciences. At the eighth grade level, students who built increasing levels of cognitive complexity upon firm foundations were prepared for successful learning throughout their educational careers. The results from this investigation promote a holistic design of school learning opportunities to improve student achievement in life science/biology and other science, technology, engineering, and

  2. Pre-Engineering Program: Science, Technology, Engineering and Mathematics (STEM)

    DTIC Science & Technology

    2013-08-29

    educators in the Urbana-Champaign area. 15. SUBJECT TERMS STEM: science, technology , engineering, mathematics 16. SECURITY CLASSIFICATION OF: 19a. NAME...9132T-13-1-0002 4. TITLE AND SUBTITLE Pre-Engineering Program: Science, Technology , Engineering and Mathematics (STEM) 5c. PROGRAM ELEMENT NUMBER N...project was focused on underserved children in grades 1-6 who need, but have limited access to, out-of-school time STEM (science, technology

  3. Views of Science and Mathematics Pre-Service Teachers Regarding STEM

    ERIC Educational Resources Information Center

    Cinar, Sinan; Pirasa, Nimet; Sadoglu, Gunay Palic

    2016-01-01

    STEM education is an integrated approach that combines science, technology, engineering and mathematics disciplines with different subjects in real life situations, together and simultaneously. The views of pre-service teachers introduced to STEM by means of workshops that presented information and scales on STEM education regarding the subject…

  4. Mathematical Modeling: A Bridge to STEM Education

    ERIC Educational Resources Information Center

    Kertil, Mahmut; Gurel, Cem

    2016-01-01

    The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may…

  5. iSTEM: Learning Mathematics through Minecraft

    ERIC Educational Resources Information Center

    Bos, Beth; Wilder, Lucy; Cook, Marcelina; O'Donnell, Ryan

    2014-01-01

    The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K-grade 6 classrooms.

  6. Science, technology, engineering, mathematics (STEM) as mathematics learning approach in 21st century

    NASA Astrophysics Data System (ADS)

    Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar

    2017-08-01

    This 21st century demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the 21st century. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the 21st century. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.

  7. STEM Education: What Does Mathematics Have to Offer?

    ERIC Educational Resources Information Center

    Fitzallen, Noleine

    2015-01-01

    The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate…

  8. Monopolising the STEM Agenda in Second-Level Schools: Exploring Power Relations and Subject Subcultures

    ERIC Educational Resources Information Center

    McGarr, Oliver; Lynch, Raymond

    2017-01-01

    The ubiquitous and often pervasive expansion of the science, technology, engineering and mathematics (STEM) agenda across global education systems has largely gone uncontested. Strategic efforts to build on perceived natural subject synergies across the separate STEM disciplines are promoted as central to supporting the growth of economies through…

  9. STEM: Science Technology Engineering Mathematics

    ERIC Educational Resources Information Center

    Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle

    2011-01-01

    The generative economic power and social influence of Science, Technology, Engineering, and Mathematics (STEM) has made the production of a capable science and engineering workforce a priority among business and policy leaders. They are rightly concerned that without a robust STEM workforce, the nation will become less competitive in the global…

  10. A Comparative Study of the Empirical Relationship in Student Performance between Physics and Other STEM Subjects

    NASA Astrophysics Data System (ADS)

    Guerra, Maricela

    The Next Generation Science Standards (NGSS) advocated by the National Research Council emphasize the connections among Science, Technology, Engineering, and Mathematics (STEM) disciplines. By design, NGSS is expected to replace the previous science education standards to enhance the quality of STEM education across the nation. To support this initiative, this investigation was conducted to fill a void in the research literature by developing an empirical indicator for the relationship of student performance across STEM subjects using a large-scale database from the Trends in Mathematics and Science Study (TIMSS). In particular, an innovative approach has been taken in this study to support the canonical correlation analysis of student plausible scores between physics and other STEM subjects at different grade levels and in a cross-country context. Results from this doctoral research revealed the need to strengthen the alignment between the intended, implemented, and attained curricula to support the integration of STEM disciplines in the United States.

  11. Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools

    NASA Astrophysics Data System (ADS)

    Bicer, Ali; Capraro, Robert M.; Capraro, Mary M.

    2018-07-01

    The purpose of this paper is to demonstrate Hispanic students' mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students' mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies and 14 of which were matched non-STEM schools, were included in this study. A hierarchical linear modelling method was conducted. The result of the present study revealed that there was no difference in Hispanic students' mathematics achievement growth rate in T-STEM academies compared to Hispanic students' mathematics achievement growth rate in comparison schools. However, in terms of gender, the results indicated that female Hispanic students in T-STEM academies outperformed female Hispanic students in comparison schools in their mathematics growth rate.

  12. STEM(ming) from Where? A Philosophical Analysis of U.S. Mathematics Education Policies

    ERIC Educational Resources Information Center

    Chesky, Nataly Z.

    2013-01-01

    Much attention has been placed on mathematics education in U.S. education policy reform discourses. Most recently, the emphasis has been on connecting mathematics with science, technology, and engineering, termed The STEM Initiative. Although a great deal of research has been conducted to understand how to meet the objectives of STEM, studies are…

  13. STEM Education: A Review of the Contribution of the Disciplines of Science, Technology, Engineering and Mathematics

    ERIC Educational Resources Information Center

    McDonald, Christine V.

    2016-01-01

    Recent global educational initiatives and reforms have focused on increasing the number of students pursuing STEM subjects, and ensuring students are well-prepared, and suitably qualified to engage in STEM careers. This paper examines the contributions of the four disciplines--Science, Technology, Engineering and Mathematics--to the field of STEM…

  14. Hispanic Students' Mathematics Achievement in the Context of Their High School Types as STEM and Non-STEM Schools

    ERIC Educational Resources Information Center

    Bicer, Ali; Capraro, Robert M.; Capraro, Mary M.

    2018-01-01

    The purpose of this paper is to demonstrate Hispanic students' mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students' mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies…

  15. Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

    NASA Astrophysics Data System (ADS)

    Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

    2018-04-01

    Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

  16. STEM, STEM Education, STEMmania

    ERIC Educational Resources Information Center

    Sanders, Mark

    2009-01-01

    In this article, the author introduces integrative STEM (science, technology, engineering, and/or mathematics) education and discusses the importance of the program. The notion of integrative STEM education includes approaches that explore teaching and learning between/among any two or more of the STEM subject areas, and/or between a STEM subject…

  17. The Role of STEM High Schools in Reducing Gaps in Science and Mathematics Coursetaking: Evidence from North Carolina. Research Report. RTI Press Publication RR-0025-1603

    ERIC Educational Resources Information Center

    Glennie, Elizabeth; Mason, Marcinda; Dalton, Ben

    2016-01-01

    Some states have created science, technology, engineering, and mathematics (STEM) schools to encourage student interest and enhance student proficiency in STEM subjects. We examined a set of STEM schools serving disadvantaged students to see whether these students were more likely to take and pass advanced science and mathematics classes than…

  18. Operation STEM: Increasing Success and Improving Retention among Mathematically Underprepared Students in STEM

    ERIC Educational Resources Information Center

    Carver, Susan D.; Van Sickle, Jenna; Holcomb, John P.; Jackson, Debbie K.; Resnick, Andrew H.; Duffy, Stephen F.; Sridhar, Nigamanth; Marquard, Antoinette M.; Quinn, Candice M.

    2017-01-01

    In 2012, Cleveland State University implemented a comprehensive program, called Operation STEM (OpSTEM), funded by two National Science Foundation grants, federal work study, and Cleveland State University. Its goal is to increase retention and graduation rates among Science, Technology, Engineering, and Mathematics (STEM) students by helping them…

  19. STEM: Science Technology Engineering Mathematics. State-Level Analysis

    ERIC Educational Resources Information Center

    Carnevale, Anthony P.; Smith, Nicole; Melton, Michelle

    2011-01-01

    The science, technology, engineering, and mathematics (STEM) state-level analysis provides policymakers, educators, state government officials, and others with details on the projections of STEM jobs through 2018. This report delivers a state-by-state snapshot of the demand for STEM jobs, including: (1) The number of forecast net new and…

  20. STEM Images Revealing STEM Conceptions of Pre-Service Chemistry and Mathematics Teachers

    ERIC Educational Resources Information Center

    Akaygun, Sevil; Aslan-Tutak, Fatma

    2016-01-01

    Science, technology, engineering, and mathematics (STEM) education has been an integral part of many countries' educational policies. In last decade, various practices have been implemented to make STEM areas valuable for 21st century generation. These actions require reconsideration of both pre- and in-service teacher education because those who…

  1. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  2. Science, Technology, Engineering, Mathematics (STEM): Catalyzing Change Amid the Confusion

    ERIC Educational Resources Information Center

    Barakos, Lynn; Lujan, Vanessa; Strang, Craig

    2012-01-01

    Over the past eight years or so, educators have struggled to make sense of the many views and definitions of science, technology, engineering, and mathematics (STEM) education and what constitutes quality in STEM practices. The multitude of recent STEM funding opportunities has done little to create a common understanding about how to best engage…

  3. STEM and Model-Eliciting Activities: Responsive Professional Development for K-8 Mathematics Coaches

    ERIC Educational Resources Information Center

    Baker, Courtney; Galanti, Terrie; Birkhead, Sara

    2017-01-01

    This research highlights a university-school division collaboration to pilot a professional development framework for integrating STEM in K-8 mathematics classrooms. The university researchers worked with mathematics coaches to construct a realistic and reasonable vision of STEM integration built upon the design principles of model-eliciting…

  4. Inequalities in Students' Choice of STEM Subjects: An Exploration of Intersectional Relationships. CLS Working Paper 2015/6

    ERIC Educational Resources Information Center

    Codiroli, Natasha

    2015-01-01

    The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the effects of family background can be explained by academic disparities,…

  5. The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college

    NASA Astrophysics Data System (ADS)

    Sahin, Alpaslan; Ekmekci, Adem; Waxman, Hersh C.

    2017-07-01

    This study examines college students' science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS). Descriptive analyses indicated that the overall percentage of HPS graduates who chose a STEM major in college was greater than Texas state and national averages. Logistic regression analyses revealed that males and Asian students are more likely to choose a STEM major in college than females and non-Asian students, respectively. Moreover, students whose parents had a college degree in the U.S. are more likely to major in STEM fields than those who did not. Furthermore, males with higher mathematics efficacy and females with higher science efficacy are more likely to choose a STEM major than their counterparts with lower mathematics and science efficacy.

  6. Mathematical Description and Mechanistic Reasoning: A Pathway toward STEM Integration

    ERIC Educational Resources Information Center

    Weinberg, Paul J.

    2017-01-01

    Because reasoning about mechanism is critical to disciplined inquiry in science, technology, engineering, and mathematics (STEM) domains, this study focuses on ways to support the development of this form of reasoning. This study attends to how mechanistic reasoning is constituted through mathematical description. This study draws upon Smith's…

  7. STEM - Science, Technology, Engineering, & Mathematics Career Expo

    Science.gov Websites

    Search STEM - Science, Technology, Engineering, & Mathematics Career Expo Come to Fermilab to meet Career Expo on April 18, 2018! Here's your guide to the event. Meet scientists, engineers, & ; technicians Ask career questions of the experts Ask experts about educational pathways leading to specific

  8. STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

    PubMed

    Stout, Jane G; Dasgupta, Nilanjana; Hunsinger, Matthew; McManus, Melissa A

    2011-02-01

    Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

  9. Women of Color in Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Johnson, Dawn R.

    2011-01-01

    Scholars have theorized and examined women's underrepresentation in science, technology, engineering and mathematics (STEM) fields for well over thirty years. However, much of this research has paid little attention to issues of racial and ethnic diversity among women, suggesting that all women have the same experiences in STEM. Women of color…

  10. STEM Education and Leadership: A Mathematics and Science Partnership Approach

    ERIC Educational Resources Information Center

    Merrill, Chris; Daugherty, Jenny

    2010-01-01

    The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States' performance in the STEM disciplines have placed the nation in grave risk of…

  11. Enhancing Mathematics (STEM) Teacher Education in Regional Australia: Pedagogical Interactions and Affect

    ERIC Educational Resources Information Center

    Woolcott, Geoff; Yeigh, Tony

    2015-01-01

    This article reports on initial findings, including the mathematics components, of a multi-institutional Science, Technology, Engineering, and Mathematics (STEM) project, "It's part of my life: Engaging university and community to enhance science and mathematics education." This project is focussed on improving the scientific and…

  12. Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors

    ERIC Educational Resources Information Center

    Watkins, Jessica; Mazur, Eric

    2013-01-01

    In this paper we present results relating undergraduate student retention in science, technology, engineering, and mathematics (STEM) majors to the use of Peer Instruction (PI) in an introductory physics course at a highly selective research institution. We compare the percentages of students who switch out of a STEM major after taking a physics…

  13. Subject design and factors affecting achievement in mathematics for biomedical science

    NASA Astrophysics Data System (ADS)

    Carnie, Steven; Morphett, Anthony

    2017-01-01

    Reports such as Bio2010 emphasize the importance of integrating mathematical modelling skills into undergraduate biology and life science programmes, to ensure students have the skills and knowledge needed for biological research in the twenty-first century. One way to do this is by developing a dedicated mathematics subject to teach modelling and mathematical concepts in biological contexts. We describe such a subject at a research-intensive Australian university, and discuss the considerations informing its design. We also present an investigation into the effect of mathematical and biological background, prior mathematical achievement, and gender, on student achievement in the subject. The investigation shows that several factors known to predict performance in standard calculus subjects apply also to specialized discipline-specific mathematics subjects, and give some insight into the relative importance of mathematical versus biological background for a biology-focused mathematics subject.

  14. Female and male adolescents' subjective orientations to mathematics and the influence of those orientations on postsecondary majors.

    PubMed

    Perez-Felkner, Lara; McDonald, Sarah-Kathryn; Schneider, Barbara; Grogan, Erin

    2012-11-01

    Although important strides toward gender parity have been made in several scientific fields, women remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMCs). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring in PEMC in college. Results indicate that racial-ethnic and gender underrepresentation in science, technology, engineering, and mathematics (STEM) fields are interrelated and should be examined with attention to the intersecting factors influencing female and racial-ethnic minority adolescents' pathways toward careers in these fields. Among those who major in PEMC fields, women closely resemble men with respect to their subjective orientations. The effects of subjective orientations on women's chances of majoring in PEMC vary by their secondary school mathematics course completion levels. Women who take more mathematics courses are more likely to major in PEMC; however, course taking alone does not attenuate gender disparities in declaring these majors. High mathematics ability (as measured by standardized test scores in the 10th grade) appears to be positively associated with women's selection of social, behavioral, clinical, and health science majors. This association is less robust (and slightly negative) for women in PEMC. While advanced course taking appears to assist women in selecting PEMC majors, women who enter these fields may not be as strong as those who select other, less male-dominated scientific fields.

  15. Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

    NASA Astrophysics Data System (ADS)

    Burt, Stacey M.

    The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

  16. Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrartive

    ERIC Educational Resources Information Center

    Stevenson, Heidi J.

    2014-01-01

    The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at…

  17. Returning from Earning: UK Graduates Returning to Postgraduate Study, with Particular Respect to STEM Subjects, Gender and Ethnicity

    ERIC Educational Resources Information Center

    d'Aguiar, Steve; Harrison, Neil

    2016-01-01

    It has been argued by some (e.g. the Confederation of British Industry [CBI]) that graduates lack the skills that render them employable. In particular, graduates of science, technology, engineering and mathematics (STEM) subjects are often portrayed as being unready for the world of work. This study uses three large-scale national data-sets from…

  18. Progress Report on Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education

    ERIC Educational Resources Information Center

    Executive Office of the President, 2016

    2016-01-01

    As called for in the America COMPETES Reauthorization Act of 2010, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released, in May of 2013, the Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5- Year Strategic Plan (Strategic Plan). As required by the Act, this report includes…

  19. What Software to Use in the Teaching of Mathematical Subjects?

    ERIC Educational Resources Information Center

    Berežný, Štefan

    2015-01-01

    We can consider two basic views, when using mathematical software in the teaching of mathematical subjects. First: How to learn to use specific software for the specific tasks, e. g., software Statistica for the subjects of Applied statistics, probability and mathematical statistics, or financial mathematics. Second: How to learn to use the…

  20. The Relationships among High School STEM Learning Experiences, Expectations, and Mathematics and Science Efficacy and the Likelihood of Majoring in STEM in College

    ERIC Educational Resources Information Center

    Sahin, Alpaslan; Ekmekci, Adem; Waxman, Hersh C.

    2017-01-01

    This study examines college students' science, technology, engineering, and mathematics (STEM) choices as they relate to high school experiences, parent, teacher, and self-expectations, and mathematics and science efficacy. Participants were 2246 graduates of a STEM-focused public Harmony Public Schools in Texas, Harmony Public Schools (HPS).…

  1. The effect of video interviews with STEM professionals on STEM-subject attitude and STEM-career interest of middle school students in conservative Protestant Christian schools

    NASA Astrophysics Data System (ADS)

    Alsup, Philip R.

    Inspiring learners toward career options available in STEM fields (Science, Technology, Engineering, and Mathematics) is important not only for economic development but also for maintaining creative thinking and innovation. Limited amounts of research in STEM education have focused on the population of students enrolled in religious and parochial schools, and given the historic conflict between religion and science, this sector of American education is worthy of examination. The purpose of this quantitative study is to extend Gottfredson's (1981) Theory of Circumscription and Compromise as it relates to occupational aspirations. Bem's (1981) Gender Schema Theory is examined as it relates to the role of gender in career expectations, and Crenshaw's (1989) Intersectionality Theory is included as it pertains to religion as a group identifier. Six professionals in STEM career fields were video recorded while being interviewed about their skills and education as well as positive and negative aspects of their jobs. The interviews were compiled into a 25-minute video for the purpose of increasing understanding of STEM careers among middle school viewers. The research questions asked whether middle school students from conservative, Protestant Christian schools in a Midwest region increased in STEM-subject attitude and STEM-career interest as a result of viewing the video and whether gender interacted with exposure to the video. A quasi-experimental, nonequivalent control groups, pretest/posttest factorial design was employed to evaluate data collected from the STEM Semantic Survey. A Two-Way ANCOVA revealed no significant differences in dependent variables from pretest to posttest. Implications of the findings are examined and recommendations for future research are made. Descriptors: STEM career interest, STEM attitude, STEM gender disparity, Occupational aspirations, Conservative Protestant education.

  2. Making STEM Connections

    ERIC Educational Resources Information Center

    Stump, Sheryl L.; Bryan, Joel A.; McConnell, Tom J.

    2016-01-01

    Integrated approaches to education in science, technology, engineering, and mathematics (STEM), especially those set in the context of real-world situations, can motivate and deepen students' learning of the STEM subjects (National Academy of Engineering and National Research Council 2014). This article describes two integrated investigations used…

  3. Technical Subjects. Mathematics. Science. Curriculum RP-27.

    ERIC Educational Resources Information Center

    Ontario Dept. of Education, Toronto.

    GRADES OR AGES: Grades 9-12. SUBJECT MATTER: Technical subjects and special mathematics and science courses for technical students. Technical subjects include air conditioning, auto mechanics, carpentry, drafting, applied electronics, masonry, painting, plumbing, service station operation, welding, and woodworking. ORGANIZATION AND PHYSICAL…

  4. Facilitating Collaboration across Science, Technology, Engineering & Mathematics (STEM) Fields in Program Development

    ERIC Educational Resources Information Center

    Ejiwale, James A.

    2014-01-01

    Collaboration plays a major role in interdisciplinary activities among Science, Technology, Engineering & Mathematics (STEM) disciplines or fields. It also affects the relationships among cluster members on the management team. Although effective collaboration does not guarantee success among STEM disciplines, its absence usually assures…

  5. Persistence in STEM: An investigation of the relationship between high school experiences in science and mathematics and college degree completion in STEM fields

    NASA Astrophysics Data System (ADS)

    Maltese, Adam V.

    While the number of Bachelor's degrees awarded annually has nearly tripled over the past 40 years (NSF, 2008), the same cannot be said for degrees in the STEM (science, technology, engineering and mathematics) fields. The Bureau of Labor Statistics projects that by the year 2014 the combination of new positions and retirements will lead to 2 million job openings in STEM (BLS, 2005). Thus, the research questions I sought to answer with this study were: (1)What are the most common enrollment patterns for students who enter into and exit from the STEM pipeline during high school and college? (2) Controlling for differences in student background and early interest in STEM careers, what are the high school science and mathematics classroom experiences that characterize student completion of a college major in STEM? Using data from NELS:88 I analyzed descriptive statistics and completed logistic regressions to gain an understanding of factors related to student persistence in STEM. Approximately 4700 students with transcript records and who participated in all survey rounds were included in the analyses. The results of the descriptive analysis demonstrated that most students who went on to complete majors in STEM completed at least three or four years of STEM courses during high school, and enrolled in advanced high school mathematics and science courses at higher rates. At almost every pipeline checkpoint indicators of the level of coursework and achievement were significant in predicting student completion of a STEM degree. The results also support previous research that showed demographic variables have little effect on persistence once the sample is limited to those who have the intrinsic ability and desire to complete a college degree. The most significant finding is that measures of student interest and engagement in science and mathematics were significant in predicting completion of a STEM degree, above and beyond the effects of course enrollment and performance

  6. Opinions of Secondary School Science and Mathematics Teachers on STEM Education

    ERIC Educational Resources Information Center

    Yildirim, Bekir; Türk, Cumhur

    2018-01-01

    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…

  7. Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

    ERIC Educational Resources Information Center

    Nkere, Nsidi

    2016-01-01

    A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level…

  8. Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields.

    PubMed

    Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

    2015-01-01

    Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge-in particular in mathematics domains-influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of

  9. Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields

    PubMed Central

    Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

    2015-01-01

    Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge—in particular in mathematics domains—influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women

  10. Pharmacy students' perceptions of natural science and mathematics subjects.

    PubMed

    Prescott, Julie; Wilson, Sarah Ellen; Wan, Kai-Wai

    2014-08-15

    To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Two hundred fifty-four students completed a survey instrument developed to investigate students' perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Students' experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum.

  11. [Mathematical simulation of stem/cement/bone mechanical interactions for Poldi-Cech, CF-30, MS-30 and PFC femoral components].

    PubMed

    Kovanda, M; Havlícek, V; Hudec, J

    2009-04-01

    PURPOSE OF THE STUDY The mid-term longevity of femoral components varies considerably, with some showing failure due to early aseptic loosening. Since the hip joint is subject to heavy mechanical loads, it can be assumed that the mechanical interaction of the implant, bone cement and femur will play a key role in the resultant reliability of an arthroplasty. This study was designed to examine this mechanical interaction in four femoral components different in construction (Poldi-Cech, CF-30, MS-30 and PFC) using mathematical simulation. MATERIAL AND METHODS Four stem/cement/femur 3-D mathematical models, comparable in quality, infolving the Poldi-Cech, CF-30, MS-30 and PFC stems, respectively, were constructed. A 3-D model for each stem was created according to its real, middle-size femoral component. Each 3-D model of the cement mantle corresponded in shape to the mantle of the appropriate real stem, with its thickness based on the recommended values of 4-7 mm in the proximal and 1-3 mm in the distal part, and with the cement mantle reaching as far as 10 mm distal to the femoral stem tip. For simplicitys sake the outer surface of the cement mantle was simulated as smooth. A 3-D model involving the proximal epiphysis and the metaphysis of a femur was reconstructed, based on a series of CT cross-sections obtained periodically at 10.5-mm and 2.5-mm distances. The sten/cement/femur model with the MS-30 stem also included a centraliser. The mechanical interaction of the stem, bone cement and bone tissue was examined by means of mathematical stimulation using ANSYS 5.7 software based on finite element analysis. RESULTS For the sake of simplicity, only two key parameters are presented, namely, contact stress at the stem-cement interface and equivalent deformation in the stem/cement/femur system. The least satisfactory stress loading was in the CF-30 stem whose sharp edges showed the values of contact stress about six-times higher than on the mid-medial portion of the

  12. Pharmacy Students’ Perceptions of Natural Science and Mathematics Subjects

    PubMed Central

    Wilson, Sarah Ellen; Wan, Kai-Wai

    2014-01-01

    Objective. To determine the level of importance pharmacy students placed on science and mathematics subjects for pursuing a career in pharmacy. Method. Two hundred fifty-four students completed a survey instrument developed to investigate students’ perceptions of the relevance of science and mathematics subjects to a career in pharmacy. Pharmacy students in all 4 years of a master of pharmacy (MPharm) degree program were invited to complete the survey instrument. Results. Students viewed chemistry-based and biology-based subjects as relevant to a pharmacy career, whereas mathematics subjects such as physics, logarithms, statistics, and algebra were not viewed important to a career in pharmacy. Conclusion. Students’ experience in pharmacy and year of study influenced their perceptions of subjects relevant to a pharmacy career. Pharmacy educators need to consider how they can help students recognize the importance of scientific knowledge earlier in the pharmacy curriculum. PMID:25147390

  13. Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers?

    ERIC Educational Resources Information Center

    Ing, Marsha

    2014-01-01

    This study explores the relationship between parental motivational practices, Children's mathematics achievement trajectories, and persistence in science, technology, engineering, and mathematics (STEM) careers. Nationally representative longitudinal survey data were analyzed using latent growth curve analysis. Findings indicate that…

  14. Motivating Children to Develop Their Science, Technology, Engineering, and Mathematics (STEM) Talent

    ERIC Educational Resources Information Center

    Andersen, Lori

    2013-01-01

    Motivation in mathematics and science appears to be more important to STEM occupational choice than ability. Using the expectancy value model, parents may be able to recognize potential barriers to children's selection of a STEM occupation and take actions to help facilitate talent development. These are especially important for parents of…

  15. Teachers mathematical communication profile in explaining subject matter

    NASA Astrophysics Data System (ADS)

    Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.

    2017-12-01

    This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.

  16. Kinks in the STEM Pipeline: Tracking STEM Graduation Rates Using Science and Mathematics Performance

    ERIC Educational Resources Information Center

    Redmond-Sanogo, Adrienne; Angle, Julie; Davis, Evan

    2016-01-01

    In an effort to maintain the global competitiveness of the United States, ensuring a strong Science, Technology, Engineering and Mathematics (STEM) workforce is essential. The purpose of this study was to identify high school courses that serve as predictors of success in college level gatekeeper courses, which in turn led to the successful…

  17. Mathematics and Science Teachers' Use of and Confidence in Empirical Reasoning: Implications for STEM Teacher Preparation

    ERIC Educational Resources Information Center

    Wasserman, Nicholas H.; Rossi, Dara

    2015-01-01

    The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines,…

  18. How to Motivate US Students to Pursue STEM (Science, Technology, Engineering and Mathematics) Careers

    ERIC Educational Resources Information Center

    Hossain, Md. Mokter; G. Robinson, Michael

    2012-01-01

    STEM (science, technology, engineering and mathematics) has been a powerful engine of prosperity in the US since World War II. Currently, American students' performances and enthusiasm in STEM education are inadequate for the US to maintain its leadership in STEM professions unless the government takes more actions to motivate a new generation of…

  19. Integrating STEM in Elementary Classrooms Using Model-Eliciting Activities: Responsive Professional Development for Mathematics Coaches and Teachers

    ERIC Educational Resources Information Center

    Baker, Courtney K.; Galanti, Terrie M.

    2017-01-01

    Background: This research highlights a school-university collaboration to pilot a professional development framework for integrating STEM in K-6 mathematics classrooms in a mid-Atlantic suburban school division. Because mathematics within STEM integration is often characterized as the calculations or the data representations in science classrooms,…

  20. Development of an Instrument to Assess Attitudes toward Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Harwell, Michael; Moore, Tamara

    2014-01-01

    There is a need for more students to be interested in science, technology, engineering, and mathematics (STEM) careers to advance U.S. competitiveness and economic growth. A consensus exists that improving STEM education is necessary for motivating more students to pursue STEM careers. In this study, a survey to measure student (grades 4-6)…

  1. A Norwegian Out-of-School Mathematics Project's Influence on Secondary Students' STEM Motivation

    ERIC Educational Resources Information Center

    Jensen, Fredrik; Sjaastad, Jørgen

    2013-01-01

    Considerable resources are spent on initiatives aiming to increase achievement and participation in science, technology, engineering, and mathematics (STEM). Drawing on focus group interviews and a questionnaire study with participants in ENT3R, a Norwegian out-of-school mathematics program, we investigated why participants attended and stayed in…

  2. Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

    ERIC Educational Resources Information Center

    Karahan, Engin; Canbazoglu Bilici, Sedef; Unal, Aycin

    2015-01-01

    Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students' knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The…

  3. Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Wai, Jonathan; Lubinski, David; Benbow, Camilla P.; Steiger, James H.

    2010-01-01

    Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores [greater than or equal to] 500 (top 0.5%) on the math section…

  4. Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

    NASA Astrophysics Data System (ADS)

    LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

    2012-04-01

    Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

  5. Careers in STEM Begin with Elementary Student Interest in Mathematics

    ERIC Educational Resources Information Center

    Brimmer, Linda Ertrachter

    2017-01-01

    I investigated why math capable students are not entering science, technology, engineering, and math (STEM) careers. To research the problem, I explored how highly effective elementary math teachers (HEMT) create student interest in mathematics using the self- efficacy (SE) theory and information and communication technology (ICT). The purpose of…

  6. Mathematical Modelling at Secondary School: The MACSI-Clongowes Wood College Experience

    ERIC Educational Resources Information Center

    Charpin, J. P. F.; O'Hara, S.; Mackey, D.

    2013-01-01

    In Ireland, to encourage the study of STEM (science, technology, engineering and mathematics) subjects and particularly mathematics, the Mathematics Applications Consortium for Science and Industry (MACSI) and Clongowes Wood College (County Kildare, Ireland) organized a mathematical modelling workshop for senior cycle secondary school students.…

  7. Redefining Science, Technology, Engineering, and Mathematics (STEM) Educational Opportunities for Underserved and Underrepresented Students at NASA

    ERIC Educational Resources Information Center

    Hackler, Amanda Smith

    2011-01-01

    Underserved and underrepresented students consistently leave science, technology, engineering, and mathematics (STEM) degree fields to pursue less demanding majors. This perpetual problem slowed the growth in STEM degree fields (United States Department of Labor, 2007). Declining enrollment in STEM degree fields among underserved and…

  8. The Federal Science, Technology, Engineering, and Mathematics (STEM) Education Portfolio. A Report from the Federal Inventory of STEM Education Fast-Track Action Committee Committee on STEM Education National Science and Technology Council

    ERIC Educational Resources Information Center

    Executive Office of the President, 2011

    2011-01-01

    The National Science and Technology Council (NSTC) Committee on STEM Education (CoSTEM) coordinates Federal programs and activities in support of STEM (science, technology, engineering and mathematics) education pursuant to the requirements of Sec. 101 of the America COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology…

  9. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    National Academies Press, 2011

    2011-01-01

    Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's…

  10. Middle-Skill STEM State Policy Framework

    ERIC Educational Resources Information Center

    Rosenblum, Ian; Kazis, Richard

    2014-01-01

    The sector of the economy frequently referred to as STEM (Science, Technology, Engineering and Mathematics) is the subject of much national interest and debate. While there is general consensus across various stakeholders such as policymakers, educators, and industry that STEM education and careers are essential to maintaining an innovative and…

  11. Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields

    ERIC Educational Resources Information Center

    Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

    2015-01-01

    Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite…

  12. Predicting Gender-STEM Stereotyped Beliefs among Boys and Girls from Prior School Achievement and Interest in Stem School Subjects

    ERIC Educational Resources Information Center

    Blažev, Mirta; Karabegovic, Mia; Burušic, Josip; Selimbegovic, Leila

    2017-01-01

    The aim of the present study was to examine, for the first time, the level of gender-stereotyped beliefs about STEM-related school subjects among Croatian primary school students and to explore how stereotyped beliefs can be predicted from prior achievement in STEM school subjects and students' STEM interests. Eight hundred and eighty primary…

  13. The Future for Mathematics Subject Associations

    ERIC Educational Resources Information Center

    Pope, Sue

    2012-01-01

    Subject associations have developed, over the years, to serve the interests of the mathematics education community. We live in changing times, and education is often at the forefront of such change. So, to remain contemporary, relevant, and to have a regard for the future in a world influenced by technology, it is suggested that there is a need…

  14. STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

    NASA Astrophysics Data System (ADS)

    Heaverlo, Carol Ann

    Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

  15. Why STEM?

    ERIC Educational Resources Information Center

    Mitts, Charles R.

    2016-01-01

    The International Technology and Engineering Educators Association (ITEEA) defines STEM as a new transdisciplinary subject in schools that integrates the disciplines of science, technology, engineering, and mathematics into a single course of study. There are three major problems with this definition: There is no consensus in support of the ITEEA…

  16. Who Studies STEM Subjects at a Level and Degree in England? An Investigation into the Intersections between Students' Family Background, Gender and Ethnicity in Determining Choice

    ERIC Educational Resources Information Center

    Codiroli Mcmaster, Natasha

    2017-01-01

    The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be…

  17. Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender

    ERIC Educational Resources Information Center

    Perry, Paula Christine

    2013-01-01

    Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students' science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs…

  18. Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

    ERIC Educational Resources Information Center

    White, Jeffry L.; Massiha, G. H.

    2015-01-01

    As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated…

  19. The effect of mathematics games to the student perception of mathematics subject: A case study in Sekolah Kebangsaan Bukit Kuda, Klang

    NASA Astrophysics Data System (ADS)

    Abdul Hadi, Normi; Mohd Noor, Norlenda; Abd Halim, Suhaila; Alwadood, Zuraida; Khairol Azmi, Nurul Nisa'

    2013-04-01

    Mathematics is a basic subject in primary and secondary schools. Early exposure to mathematics is very important since it will affect the student perception towards this subject for their entire life. Therefore, a program called 'Mini Hari Matematik' was conducted to expose the basic mathematics concept through some games which fit the knowledge of Standard four and five students. A questionnaire regarding student perception towards this subject was distributed before and after the program. From the analysis, the program has positively changed the student's perception towards mathematics.

  20. Using Food Science Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Schmidt, Shelly J.; Bohn, Dawn M.; Rasmussen, Aaron J.; Sutherland, Elizabeth A.

    2012-01-01

    The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we…

  1. Adaptation of the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS) into Turkish

    ERIC Educational Resources Information Center

    Koyunlu Unlu, Zeynep; Dokme, Ilbilge; Unlu, Veli

    2016-01-01

    Problem Statement: Science, technology, engineering, and mathematics (STEM) education has recently become a remarkable research topic, especially in developed countries as a result of the skilled workforce required in the fields of the STEM. Considering that professional tendencies are revealed at early ages, determining students' interest in STEM…

  2. Re/Writing the Subject: A Contribution to Post-Structuralist Theory in Mathematics Education

    ERIC Educational Resources Information Center

    Roth, Wolff-Michael

    2012-01-01

    This text, occasioned by a critical reading of "Mathematics Education and Subjectivity" (Brown, "2011") and constituting a response to the book, aims at contributing to the building of (post-structuralist) theory in mathematics education. Its purpose was to re/write two major positions that "Mathematics Education and Subjectivity" articulates:…

  3. Going beyond Fun in STEM

    ERIC Educational Resources Information Center

    Pittinsky, Todd L.; Diamante, Nicole

    2015-01-01

    The United States education system must improve its ability to produce scientists, engineers, and programmers. Despite numerous national, state, and local efforts to make the study of STEM (science, technology, engineering, and mathematics) subjects more fun in K-12, initial interest in those subjects drops off precipitously in middle and later…

  4. Pre-Service Science Teachers' Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education

    ERIC Educational Resources Information Center

    Hacioglu, Yasemin; Yamak, Havva; Kavak, Nusret

    2016-01-01

    The aim of this study is to reveal pre-service science teachers' cognitive structures regarding Science, Technology, Engineering, Mathematics (STEM) and science education. The study group of the study consisted of 192 pre-service science teachers. A Free Word Association Test (WAT) consisting of science, technology, engineering, mathematics and…

  5. Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time

    ERIC Educational Resources Information Center

    Judson, Eugene

    2017-01-01

    Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…

  6. Identifying STEM Concepts Associated with Junior Livestock Projects

    ERIC Educational Resources Information Center

    Wooten, Kate; Rayfield, John; Moore, Lori L.

    2013-01-01

    Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…

  7. National STEM School Education Strategy: A Comprehensive Plan for Science, Technology, Engineering and Mathematics Education in Australia

    ERIC Educational Resources Information Center

    Education Council, 2015

    2015-01-01

    There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected…

  8. Changes in Science Teachers' Conceptions and Connections of STEM Concepts and Earthquake Engineering

    ERIC Educational Resources Information Center

    Cavlazoglu, Baki; Stuessy, Carol

    2017-01-01

    The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors…

  9. Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit.

    PubMed

    Ellis, Jessica; Fosdick, Bailey K; Rasmussen, Chris

    2016-01-01

    The substantial gender gap in the science, technology, engineering, and mathematics (STEM) workforce can be traced back to the underrepresentation of women at various milestones in the career pathway. Calculus is a necessary step in this pathway and has been shown to often dissuade people from pursuing STEM fields. We examine the characteristics of students who begin college interested in STEM and either persist or switch out of the calculus sequence after taking Calculus I, and hence either continue to pursue a STEM major or are dissuaded from STEM disciplines. The data come from a unique, national survey focused on mainstream college calculus. Our analyses show that, while controlling for academic preparedness, career intentions, and instruction, the odds of a woman being dissuaded from continuing in calculus is 1.5 times greater than that for a man. Furthermore, women report they do not understand the course material well enough to continue significantly more often than men. When comparing women and men with above-average mathematical abilities and preparedness, we find women start and end the term with significantly lower mathematical confidence than men. This suggests a lack of mathematical confidence, rather than a lack of mathematically ability, may be responsible for the high departure rate of women. While it would be ideal to increase interest and participation of women in STEM at all stages of their careers, our findings indicate that if women persisted in STEM at the same rate as men starting in Calculus I, the number of women entering the STEM workforce would increase by 75%.

  10. Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit

    PubMed Central

    Ellis, Jessica; Fosdick, Bailey K.; Rasmussen, Chris

    2016-01-01

    The substantial gender gap in the science, technology, engineering, and mathematics (STEM) workforce can be traced back to the underrepresentation of women at various milestones in the career pathway. Calculus is a necessary step in this pathway and has been shown to often dissuade people from pursuing STEM fields. We examine the characteristics of students who begin college interested in STEM and either persist or switch out of the calculus sequence after taking Calculus I, and hence either continue to pursue a STEM major or are dissuaded from STEM disciplines. The data come from a unique, national survey focused on mainstream college calculus. Our analyses show that, while controlling for academic preparedness, career intentions, and instruction, the odds of a woman being dissuaded from continuing in calculus is 1.5 times greater than that for a man. Furthermore, women report they do not understand the course material well enough to continue significantly more often than men. When comparing women and men with above-average mathematical abilities and preparedness, we find women start and end the term with significantly lower mathematical confidence than men. This suggests a lack of mathematical confidence, rather than a lack of mathematically ability, may be responsible for the high departure rate of women. While it would be ideal to increase interest and participation of women in STEM at all stages of their careers, our findings indicate that if women persisted in STEM at the same rate as men starting in Calculus I, the number of women entering the STEM workforce would increase by 75%. PMID:27410262

  11. Mathematical Methods of Subjective Modeling in Scientific Research: I. The Mathematical and Empirical Basis

    NASA Astrophysics Data System (ADS)

    Pyt'ev, Yu. P.

    2018-01-01

    mathematical formalism for subjective modeling, based on modelling of uncertainty, reflecting unreliability of subjective information and fuzziness that is common for its content. The model of subjective judgments on values of an unknown parameter x ∈ X of the model M( x) of a research object is defined by the researcher-modeler as a space1 ( X, p( X), P{I^{\\bar x}}, Be{l^{\\bar x}}) with plausibility P{I^{\\bar x}} and believability Be{l^{\\bar x}} measures, where x is an uncertain element taking values in X that models researcher—modeler's uncertain propositions about an unknown x ∈ X, measures P{I^{\\bar x}}, Be{l^{\\bar x}} model modalities of a researcher-modeler's subjective judgments on the validity of each x ∈ X: the value of P{I^{\\bar x}}(\\tilde x = x) determines how relatively plausible, in his opinion, the equality (\\tilde x = x) is, while the value of Be{l^{\\bar x}}(\\tilde x = x) determines how the inequality (\\tilde x = x) should be relatively believed in. Versions of plausibility Pl and believability Bel measures and pl- and bel-integrals that inherit some traits of probabilities, psychophysics and take into account interests of researcher-modeler groups are considered. It is shown that the mathematical formalism of subjective modeling, unlike "standard" mathematical modeling, •enables a researcher-modeler to model both precise formalized knowledge and non-formalized unreliable knowledge, from complete ignorance to precise knowledge of the model of a research object, to calculate relative plausibilities and believabilities of any features of a research object that are specified by its subjective model M(\\tilde x), and if the data on observations of a research object is available, then it: •enables him to estimate the adequacy of subjective model to the research objective, to correct it by combining subjective ideas and the observation data after testing their consistency, and, finally, to empirically recover the model of a research

  12. Lacan, Subjectivity and the Task of Mathematics Education Research

    ERIC Educational Resources Information Center

    Brown, Tony

    2008-01-01

    This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst and theorist Jacques Lacan whose work on subjectivity combined Freud's psychoanalytic theory with processes of signification as developed in the work of de Saussure and Peirce. The paper positions Lacan's subjectivity…

  13. Qualified, but Not Choosing STEM at University: Unconscious Influences on Choice of Study

    ERIC Educational Resources Information Center

    Rodd, Melissa; Reiss, Michael; Mujtaba, Tamjid

    2014-01-01

    This article offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year…

  14. Attitudes towards Science, Technology, Engineering and Mathematics (STEM) in a Project-Based Learning (PjBL) Environment

    ERIC Educational Resources Information Center

    Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Chen, Wen-Ping

    2013-01-01

    Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview…

  15. Implementing "Big Ideas" to Advance the Teaching and Learning of Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Chalmers, Christina; Carter, Merilyn; Cooper, Tom; Nason, Rod

    2017-01-01

    Although education experts are increasingly advocating the incorporation of integrated Science, Technology, Engineering, and Mathematics (STEM) curriculum units to address limitations in much current STEM teaching and learning, a review of the literature reveals that more often than not such curriculum units are not mediating the construction of…

  16. Public Dialogue with Science and Development for Teachers of STEM: Linking Public Dialogue with Pedagogic Praxis

    ERIC Educational Resources Information Center

    Watermeyer, Richard; Montgomery, Catherine

    2018-01-01

    Despite evidence of quality teaching in Science, Technology, Engineering and Mathematics (STEM) subject domains and insistence on the part of many national governments on the economic value of STEM, education, recruitment and retention into STEM subject fields and occupations is said to be continually blighted by a "leaky pipeline". In…

  17. Middle-Skill STEM State Policy Framework. Executive Summary

    ERIC Educational Resources Information Center

    Rosenblum, Ian; Kazis, Richard

    2014-01-01

    The sector of the economy frequently referred to as STEM (Science, Technology, Engineering and Mathematics) is the subject of much national interest and debate. While there is general consensus across various stakeholders such as policymakers, educators, and industry that STEM education and careers are essential to maintaining an innovative and…

  18. Conflicts in Developing an Elementary STEM Magnet School

    ERIC Educational Resources Information Center

    Sikma, Lynn; Osborne, Margery

    2014-01-01

    Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as…

  19. The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

    NASA Astrophysics Data System (ADS)

    Caliendo, Julia C.

    Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

  20. Mathematical modelling of phenotypic plasticity and conversion to a stem-cell state under hypoxia

    NASA Astrophysics Data System (ADS)

    Dhawan, Andrew; Madani Tonekaboni, Seyed Ali; Taube, Joseph H.; Hu, Stephen; Sphyris, Nathalie; Mani, Sendurai A.; Kohandel, Mohammad

    2016-02-01

    Hypoxia, or oxygen deficiency, is known to be associated with breast tumour progression, resistance to conventional therapies and poor clinical prognosis. The epithelial-mesenchymal transition (EMT) is a process that confers invasive and migratory capabilities as well as stem cell properties to carcinoma cells thus promoting metastatic progression. In this work, we examined the impact of hypoxia on EMT-associated cancer stem cell (CSC) properties, by culturing transformed human mammary epithelial cells under normoxic and hypoxic conditions, and applying in silico mathematical modelling to simulate the impact of hypoxia on the acquisition of CSC attributes and the transitions between differentiated and stem-like states. Our results indicate that both the heterogeneity and the plasticity of the transformed cell population are enhanced by exposure to hypoxia, resulting in a shift towards a more stem-like population with increased EMT features. Our findings are further reinforced by gene expression analyses demonstrating the upregulation of EMT-related genes, as well as genes associated with therapy resistance, in hypoxic cells compared to normoxic counterparts. In conclusion, we demonstrate that mathematical modelling can be used to simulate the role of hypoxia as a key contributor to the plasticity and heterogeneity of transformed human mammary epithelial cells.

  1. An Investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High Schools in the U.S.

    ERIC Educational Resources Information Center

    Scott, Catherine

    2012-01-01

    This study examined the characteristics of 10 science, technology, engineering and mathematics (STEM) focused high schools that were selected from various regions across the United States. In an effort to better prepare students for careers in STEM fields, many schools have been designed and are currently operational, while even more are in the…

  2. Robotics Intrigue Middle School Students and Build STEM Skills

    ERIC Educational Resources Information Center

    Grubbs, Michael

    2013-01-01

    As science, technology, engineering and mathematics (STEM) education demands greater integration across all subject areas, technology teachers can showcase many of the cross-curricular projects already occurring inside their classrooms that intrigue students and build their STEM skills. Robotics, just one of those projects, has become an excellent…

  3. Developing teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education

    NASA Astrophysics Data System (ADS)

    Prawvichien, Sutthaporn; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    The STEM education could provide the context for students' learning in the 21st century. The Mathematical problem solving requires a context which simulates real life in order to give students experience of the power of mathematics in the world around them. This study aimed to develop the teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education. The paper will clarify the STEM learning activities about graph theories regarding on the 6 steps of engineering design process. These include identify a challenge, exploring ideas, designing and planning, doing and developing, test and evaluate, and present the solution. The learning activities will start from the Identify a challenge stage which provides the northern part of Thailand flooding situation in order to set the students' tasks of develop the solutions of providing the routes of fastest moving people away from the flooding areas. The explore ideas stage will provide activities for enhance students to learn some knowledge based for designing the possible solutions. This knowledge based could focus on measuring, geometry, graph theory, and mathematical process. The design and plan stage will ask students to model the city based on the map and then provide the possible routes. The doing and development stage will ask students to develop the routes based on their possible model. The test and evaluating will ask students to clarify how to test and evaluate the possible routes, and then test it. The present solution stage will ask students to present the whole process of designing routes. Then, the paper will discuss how these learning activities could enhance students' mathematical problem solving. The paper may have implication for STEM education in school setting.

  4. Engaging All Students in the Pursuit of STEM Careers

    ERIC Educational Resources Information Center

    Dou, Remy; Gibbs, Kenneth D., Jr.

    2013-01-01

    The rapid population growth of under-represented minority groups and the continued under-utilisation of women mean that future growth in the domestic science, technology, engineering and mathematics (STEM) workforce is linked to greater diversity. Subject-matter mastery is important but insufficient for a student to pursue a STEM profession --…

  5. A Study of the Correlation between STEM Career Knowledge, Mathematics Self-Efficacy, Career Interests, and Career Activities on the Likelihood of Pursuing a STEM Career among Middle School Students

    ERIC Educational Resources Information Center

    Blotnicky, Karen A.; Franz-Odendaal, Tamara; French, Frederick; Joy, Phillip

    2018-01-01

    Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their…

  6. Labour Market Motivation and Undergraduates' Choice of Degree Subject

    ERIC Educational Resources Information Center

    Davies, Peter; Mangan, Jean; Hughes, Amanda; Slack, Kim

    2013-01-01

    Labour market outcomes of undergraduates' choice of subject are important for public policy and for students. Policy interest is indicated by the prominence of "employability" in public discourse and in proposals to concentrate government funding in England in supporting STEM subjects (science, technology, engineering and mathematics).…

  7. Enhancing student engagement to positively impact mathematics anxiety, confidence and achievement for interdisciplinary science subjects

    NASA Astrophysics Data System (ADS)

    Everingham, Yvette L.; Gyuris, Emma; Connolly, Sean R.

    2017-11-01

    Contemporary science educators must equip their students with the knowledge and practical know-how to connect multiple disciplines like mathematics, computing and the natural sciences to gain a richer and deeper understanding of a scientific problem. However, many biology and earth science students are prejudiced against mathematics due to negative emotions like high mathematical anxiety and low mathematical confidence. Here, we present a theoretical framework that investigates linkages between student engagement, mathematical anxiety, mathematical confidence, student achievement and subject mastery. We implement this framework in a large, first-year interdisciplinary science subject and monitor its impact over several years from 2010 to 2015. The implementation of the framework coincided with an easing of anxiety and enhanced confidence, as well as higher student satisfaction, retention and achievement. The framework offers interdisciplinary science educators greater flexibility and confidence in their approach to designing and delivering subjects that rely on mathematical concepts and practices.

  8. Ignite Zeal for STEM Learning

    ERIC Educational Resources Information Center

    Morales, Hector

    2010-01-01

    Incorporating business skills such as problem-solving, public presentations, collaboration, and self-direction into STEM (science, technology, engineering and mathematics) subjects is an excellent way to build students' enthusiasm for these disciplines. When educators add workplace internships to the learning experience, they are well on their way…

  9. Subject Design and Factors Affecting Achievement in Mathematics for Biomedical Science

    ERIC Educational Resources Information Center

    Carnie, Steven; Morphett, Anthony

    2017-01-01

    Reports such as Bio2010 emphasize the importance of integrating mathematical modelling skills into undergraduate biology and life science programmes, to ensure students have the skills and knowledge needed for biological research in the twenty-first century. One way to do this is by developing a dedicated mathematics subject to teach modelling and…

  10. Examining Thai high school students' developing STEM projects

    NASA Astrophysics Data System (ADS)

    Teenoi, Kultida; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    Like others, Thailand education strongly focused on STEM education. This paper aimed to examine existing Thai high school students' integrated knowledge about science, technology, engineering, and mathematics (STEM) in their developing science project. The participants included 49 high school students were studying the subject of individual study (IS) in Khon Kaen wittayayon school, Khon Kaen, Thailand. The IS was provided to gradually enhance students to know how to do science project starting from getting start to do science projects, They enrolled to study the individual study of science project for three year in roll. Methodology was qualitative research. Views of students' integrated knowledge about STEM were interpreted through participant observation, interview, and students' science projects. The first author as participant observation has taught this group of students for 3 years. It found that 16 science projects were developed. Views of students' integrated knowledge about STEM could be categorized into three categories. These included (1) completely indicated integration of knowledge about science, technology, engineering, and mathematics, (2) partial indicated integration of knowledge about science, technology, engineering, and mathematics, and (3) no integration. The findings revealed that majority of science projects could be categorized as completely indicated integration of knowledge about science, technology, engineering, and mathematics. The paper suggested some ideas of enhancing students to applying STEM for developing science projects.

  11. Helping All Students Become Einstein's Using Bibliotherapy When Teaching Mathematics to Prepare Students for a STEM World

    ERIC Educational Resources Information Center

    Furner, Joseph M.

    2017-01-01

    Today, being confident and having a sound understanding of mathematics is critical in an age of STEM. Teachers must play in important role in seeing that all students display their confidence in their ability to do mathematics. This paper explains the process of using bibliotherapy when teaching mathematics to address both the math anxious or the…

  12. Bayer Facts of Science Education XV: A View from the Gatekeepers--STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students

    ERIC Educational Resources Information Center

    Journal of Science Education and Technology, 2012

    2012-01-01

    Diversity and the underrepresentation of women, African-Americans, Hispanics and American Indians in the nation's science, technology, engineering and mathematics (STEM) fields are the subjects of the XV: A View from the Gatekeepers--STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority…

  13. Mathematics, Programming, and STEM

    ERIC Educational Resources Information Center

    Yeh, Andy; Chandra, Vinesh

    2015-01-01

    Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary…

  14. Subject-Specific Characteristics of Instructional Quality in Mathematics Education

    ERIC Educational Resources Information Center

    Schlesinger, Lena; Jentsch, Armin; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid

    2018-01-01

    Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical…

  15. Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161

    ERIC Educational Resources Information Center

    Chen, Xianglei

    2009-01-01

    Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in science, technology, engineering and mathematics (STEM) education. To understand who enters into and completes undergraduate programs in STEM fields, this report examined data from three major national studies: the 1995-96…

  16. McNair Scholars' Science, Technology, Engineering, and Mathematics (STEM) Graduate Experience: A Pilot Study

    ERIC Educational Resources Information Center

    Bancroft, Senetta F.; Benson, Susan Kushner; Johnson-Whitt, Eugenia

    2016-01-01

    Nationally, racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) disciplines. These disparities are most notable at the doctoral level and are also found in the doctoral outcomes of Ronald E. McNair Postbaccalaureate Achievement Program participants (Scholars) despite opportunities designed to promote…

  17. Differential Access to High School Counseling, Postsecondary Destinations, and STEM Careers

    ERIC Educational Resources Information Center

    Nikischer, Andrea B.; Weis, Lois; Dominguez, Rachel

    2016-01-01

    Background/Context: Policy makers, school district officials, teachers and parents have embraced science, technology, engineering, and mathematics (STEM) subjects as a way to promote a stronger pipeline to college and career STEM. In so doing, these varied groups seek to raise job prospects for next-generation workers, increase opportunities for…

  18. Diversifying Science, Technology, Engineering, and Mathematics (STEM): An Inquiry into Successful Approaches in Chemistry

    ERIC Educational Resources Information Center

    Wilson, Zakiya S.; McGuire, Saundra Y.; Limbach, Patrick A.; Doyle, Michael P.; Marzilli, Luigi G.; Warner, Isiah M.

    2014-01-01

    For many years, the U.S. has underutilized its human resources, as evidenced by the pervasive underrepresentation of several racial and ethnic groups within academia in general and the science, technology, engineering, and mathematics (STEM) disciplines, in particular. To address this underutilization, academic departments within U.S. universities…

  19. Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

    NASA Astrophysics Data System (ADS)

    Ocumpaugh, Jaclyn; San Pedro, Maria Ofelia; Lai, Huei-yi; Baker, Ryan S.; Borgen, Fred

    2016-12-01

    Research suggests that trajectories toward careers in science, technology, engineering, and mathematics (STEM) emerge early and are influenced by multiple factors. This paper presents a longitudinal study, which uses data from 76 high school students to explore how a student's vocational self-efficacy and interest are related to his or her middle school behavioral and affective engagement. Measures of vocational self-efficacy and interest are drawn from STEM-related scales in CAPAExplore, while measures of middle school performance and engagement in mathematics are drawn from several previously validated automated indicators extracted from logs of student interaction with ASSISTments, an online learning platform. Results indicate that vocational self-efficacy correlates negatively with confusion, but positively with engaged concentration and carelessness. Interest, which also correlates negatively with confusion, correlates positively with correctness and carelessness. Other disengaged behaviors, such as gaming the system, were not correlated with vocational self-efficacy or interest, despite previous studies indicating that they are associated with future college attendance. We discuss implications for these findings, which have the potential to assist educators or counselors in developing strategies to sustain students' interest in STEM-related careers.

  20. Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

    NASA Astrophysics Data System (ADS)

    Nkere, Nsidi

    A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level of underrepresentation of African American women in STEM, the proposed study examined data collected through open-ended interviews with fifth-grade African American girls to explore how their current experiences and perceptions might relate to the underrepresentation of African American women in the STEM fields. Participants were selected from Miracle Elementary School (pseudonym), and consisted of all five students in a small class of high-achieving fifth-grade girls. Data were collected through in-class observations and open-ended interviews, and were analyzed using computer content analysis. The most important key results threaded through the data were related to the importance and role of the teacher, the importance of math to students, the role of experimentation and discovery, and hands-on and personal experience. Future studies are encouraged to utilize longitudinal design to follow students from elementary to university level in an effort to develop and understand the perception, persistence, and experience of all girls in STEM programs.

  1. The Need for an Effective Collaboration across Science, Technology, Engineering & Mathematics (STEM) Fields for a Meaningful Technological Development in Nigeria

    ERIC Educational Resources Information Center

    Haruna, Umar Ibrahim

    2015-01-01

    Collaboration plays a major role in interdisciplinary activities among Science, Technology, Engineering & Mathematics (STEM) disciplines or fields. It also affects the relationships among cluster members on the management team. Although effective collaboration does not guarantee success among STEM disciplines, its absence usually assures…

  2. Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

    PubMed Central

    Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; McCracken, Mary; Blackorby, Jose

    2012-01-01

    Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. PMID:23114569

  3. Science, technology, engineering, and mathematics (STEM) participation among college students with an autism spectrum disorder.

    PubMed

    Wei, Xin; Yu, Jennifer W; Shattuck, Paul; McCracken, Mary; Blackorby, Jose

    2013-07-01

    Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.

  4. The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.

    PubMed

    Stoet, Gijsbert; Geary, David C

    2018-04-01

    The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.

  5. Development and validation of science, technology, engineering and mathematics (STEM) based instructional material

    NASA Astrophysics Data System (ADS)

    Gustiani, Ineu; Widodo, Ari; Suwarma, Irma Rahma

    2017-05-01

    This study is intended to examine the development and validation of simple machines instructional material that developed based on Science, Technology, Engineering and Mathematics (STEM) framework that provides guidance to help students learn and practice for real life and enable individuals to use knowledge and skills they need to be an informed citizen. Sample of this study consist of one class of 8th grader at a junior secondary school in Bandung, Indonesia. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM based instructional material. In addition, a questionnaire of readability was given to examine the clarity and difficulty level of each page of instructional material. A questionnaire of students' response towards instructional material given to students and teachers at the end of instructional material reading session to measure layout aspects, content aspects and utility aspects of instructional material for being used in the junior secondary school classroom setting. The results show that readability aspect and students' response towards STEM based instructional material of STEM based instructional material is categorized as very high. Pretest and posttest responses revealed that students retained significant amounts information upon completion of the STEM instructional material. Student overall learning gain is 0.67 which is categorized as moderate. In summary, STEM based instructional material that was developed is valid enough to be used as educational materials necessary for conducting effective STEM education.

  6. The influence of stem initiative programs for middle and high school students on female STEM college majors

    NASA Astrophysics Data System (ADS)

    McCaslin, Stephanie D.

    The areas of Science, Technology, Engineering, and Mathematics have long been overrepresented by men. In the workforce, more men work in these fields than women, and in school, more male students select majors in Science, Technology, Engineering, and Mathematics (STEM) than female students. Research has indicated that female students represent less than a third of college students selecting STEM majors. Several recommendations have been made by prominent educational organizations, such as the American Association of University Women (AAUW), including promoting these subjects to female students through STEM initiatives that are innovative and expose female students to careers in these areas. This qualitative research study sought to analyze the effectiveness of these initiatives by determining what factors are considered when a female student selects a STEM field of study at the college level and to examine how these students perceived the effectiveness of the STEM initiatives in which they participated. A series of interviews were conducted with female college students with declared majors in STEM fields who had participated in STEM initiatives in the state of Maryland. After analysis of the data collected, it was determined that STEM initiatives are not necessarily effective in increasing the number of women who enroll in STEM programs at the college level, however, they are effective in encouraging female students who are already interested in STEM. Female students who participated in these STEM initiatives more frequently were more likely to have a better understanding of STEM options, and were also more likely to complete STEM college degrees in less time than those who did not participate frequently in STEM initiatives.

  7. Science, Technology, Engineering, and Mathematics (STEM) Participation among College Students with an Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; McCracken, Mary; Blackorby, Jose

    2013-01-01

    Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of…

  8. Science, Technology, Engineering, and Mathematics (STEM) Participation among College Students with an Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Wei, Xin; Christiano, Elizabeth R.; Yu, Jennifer W.; Blackorby, Jose; Shattuck, Paul; Newman, Lynn A.

    2014-01-01

    Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of…

  9. Stemming on STEM: A STEM Education Framework for Students with Disabilities

    ERIC Educational Resources Information Center

    Hwang, Jiwon; Taylor, Jonte C.

    2016-01-01

    There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with…

  10. STEM Gives Meaning to Mathematics

    ERIC Educational Resources Information Center

    Hefty, Lukas J.

    2015-01-01

    The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

  11. Young, southern women's perceptions of STEM careers: Examining science, technology, engineering & mathematics as a gendered construct

    NASA Astrophysics Data System (ADS)

    Quinton, Jessica Elizabeth

    Career interests develop over a lifetime and tend to solidify during late adolescence and early adulthood (Lent, Brown, and Hackett, 2002). The primary purpose of the present qualitative study, which is framed in Feminist Standpoint Theory (Haraway, 1988; Harding, 2007; Naples, 2007; Richardson, 2007), is to understand how eighth-grade, young women in a suburban, public, southern, middle school the South Carolina County School District (CCSD) (pseudonym) perceive their accessibility to Science, Technology, Engineering, and Mathematics (STEM) courses and careers. The secondary purpose is to understand these young women's "perceptions and unconscious beliefs about gender in science and mathematics" and how their "perceptions and unconscious beliefs about gender" in the STEM fields may impact the careers that these young women may choose in the future (American Association of University Women, 2010, 9). Within the present study, the perceptions of young women who identified as "Interested in Science," "Somewhat Interested in Science" and "Uninterested in Science" were identified. STEM courses and careers are a major emphasis in education today. Increasing the numbers of Americans who pursue STEM careers is a government priority, as these careers will strengthen the economy (AAUW 2010). The present study reveals how young women who are highly motivated, talented students perceive STEM courses and careers and how they are influenced by their experiences, gendered messages, and knowledge of STEM careers. To analyze the data, four of Saldana's (2010) dramaturgical codes were utilized including: 1. OBJectives, or motives; 2. CONflicts the participants faced; 3. TACtics to dealing with obstacles; and 4. ATTitudes toward the setting, others, and the conflict. The InVivo Codes allowed the participants stories to emerge through the set of dramaturgical codes that allowed for viewing the girls' experience sin different ways that added depth to their stories. The young women in

  12. Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

    ERIC Educational Resources Information Center

    Lee, Sang Eun

    2017-01-01

    This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement…

  13. The Use of Mathematical Modelling for Improving the Tissue Engineering of Organs and Stem Cell Therapy.

    PubMed

    Lemon, Greg; Sjoqvist, Sebastian; Lim, Mei Ling; Feliu, Neus; Firsova, Alexandra B; Amin, Risul; Gustafsson, Ylva; Stuewer, Annika; Gubareva, Elena; Haag, Johannes; Jungebluth, Philipp; Macchiarini, Paolo

    2016-01-01

    Regenerative medicine is a multidisciplinary field where continued progress relies on the incorporation of a diverse set of technologies from a wide range of disciplines within medicine, science and engineering. This review describes how one such technique, mathematical modelling, can be utilised to improve the tissue engineering of organs and stem cell therapy. Several case studies, taken from research carried out by our group, ACTREM, demonstrate the utility of mechanistic mathematical models to help aid the design and optimisation of protocols in regenerative medicine.

  14. Middle School Engagement with Mathematics Software and Later Interest and Self-Efficacy for STEM Careers

    ERIC Educational Resources Information Center

    Ocumpaugh, Jaclyn; San Pedro, Maria Ofelia; Lai, Huei-yi; Baker, Ryan S.; Borgen, Fred

    2016-01-01

    Research suggests that trajectories toward careers in science, technology, engineering, and mathematics (STEM) emerge early and are influenced by multiple factors. This paper presents a longitudinal study, which uses data from 76 high school students to explore how a student's vocational self-efficacy and interest are related to his or her middle…

  15. AccessSTEM: Building Capacity to Include Students with Disabilities in Science, Technology, Engineering, and Mathematics Fields

    ERIC Educational Resources Information Center

    DO-IT, 2007

    2007-01-01

    A series of activities were undertaken to understand the underrepresentation and increase the participation of people with disabilities in science, technology, engineering, and mathematics (STEM) careers. These activities were funded by the Research in Disabilities Education (RDE) program of the National Science Foundation (NSF). They were…

  16. Taiwanese Preservice Teachers' Science, Technology, Engineering, and Mathematics Teaching Intention

    ERIC Educational Resources Information Center

    Lin, Kuen-Yi; Williams, P. John

    2016-01-01

    This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward science, technology, engineering, and mathematics (STEM) education among Taiwanese preservice science teachers. Questionnaires (N = 139)…

  17. Will They Stay or Will They Go?: International STEM Students Are up for Grabs

    ERIC Educational Resources Information Center

    Han, Xueying; Appelbaum, Richard P.

    2016-01-01

    If current trends continue, international students will comprise half of U.S. science, technology, engineering, and mathematics (STEM) PhD graduates by 2020. The proportion of international PhD-level students on temporary visas to study STEM subjects in the United States has doubled over the past thirty years. Further, these students are much more…

  18. STEM Integration: Solids, CAD, and 3D Printers

    ERIC Educational Resources Information Center

    Fujiwara, Yujiro

    2018-01-01

    While many students may struggle to make sense of a mathematical formula and its practical implications, they can benefit greatly from an intuitive visualization and the engineering application of the topic. Effective STEM programs create clear connections at least with two subject areas, which translates into an enhanced student learning…

  19. STEM Careers Days at City and Islington College

    ERIC Educational Resources Information Center

    Swinscoe, David

    2011-01-01

    In many UK secondary schools, pupils, parents and teachers have limited knowledge about careers available through studying Science, Technology, Engineering and Mathematics (STEM) subjects and the progression pathways to these careers. Pupils need confidence that studying science will lead them to something useful and of value to them in the…

  20. A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools

    NASA Astrophysics Data System (ADS)

    Scott, Catherine Elizabeth

    This study examined the characteristics of 10 science, technology, engineering, and mathematics (STEM) focused high schools. A comparative case designed was used to identify key components of STEM school designs. Schools were selected from various regions across the United States. Data collected included websites, national statistics database, standardized test scores, interviews and published articles. Results from this study indicate that there is a variety of STEM high school programs designed to increase students' ability to pursue college degrees in STEM fields. The school mission statements influence the overall school design. Students at STEM schools must submit an application to be admitted to STEM high schools. Half of the STEM high schools used a lottery system to select students. STEM high schools have a higher population of black students and a lower population of white and Hispanic students than most schools in the United States. They serve about the same number of economically disadvantaged students. The academic programs at STEM high schools are more rigorous with electives focused on STEM content. In addition to coursework requirements, students must also complete internships and/or a capstone project. Teachers who teach in STEM schools are provided regularly scheduled professional development activities that focus on STEM content and pedagogy. Teachers provide leadership in the development and delivery of the professional development activities.

  1. Assuring the U.S. Department of Defense a Strong Science, Technology, Engineering, and Mathematics (STEM) Workforce

    ERIC Educational Resources Information Center

    National Academies Press, 2012

    2012-01-01

    The ability of the nation's military to prevail during future conflicts, and to fulfill its humanitarian and other missions, depends on continued advances in the nation's technology base. A workforce with robust Science, Technology, Engineering and Mathematics (STEM) capabilities is critical to sustaining U.S. preeminence. Today, however, the STEM…

  2. Cognitive and Motivational Factors that Inspire Hispanic Female Students to Pursue STEM-Related Academic Programs that Lead to Careers in Science, Technology, Engineering, and Mathematics

    NASA Astrophysics Data System (ADS)

    Morel-Baker, Sonaliz

    Hispanics, and women in particular, continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). The purpose of this study was to analyze cognitive and motivational factors that inspired Hispanic female college students to major in STEM programs and aspire to academic success. This mixed methods study was conducted using both quantitative and qualitative data collection and analysis techniques in a sequential phase. Quantitative data were collected through the use of the 80-item Honey and Mumford Learning Styles Questionnaire, which was focused on the students' learning styles and how they impact Hispanic female students upon engaging in a STEM-related curriculum. Qualitative data were collected during interviews focusing on factors that led students to select, participate in, and make a commitment to some aspect of a STEM-related program. The questions that were asked during the interviews were intended to examine whether the existence of role models and STEM initiatives motivate Hispanic female students to major in STEM-related academic programs and aspire to academic success. The participants in this study were undergraduate Hispanic female students majoring in STEM-related academic programs and at a four-year university. The results indicate that the majority of the participants (88%) identified as reflectors, 4% as activists, 4% as theorists, and 4% as pragmatists. The results from the interviews suggested that the existence of role models (family members, educators, or STEM professionals) was a factor that motivated Hispanic females to major in STEM-related subjects and that exposure to STEM initiatives during K-12 education motivated Hispanic females to pursue a career in STEM.

  3. Getting the measure of things: the physical biology of stem cells.

    PubMed

    Lowell, Sally

    2013-10-01

    In July 2013, the diverse fields of biology, physics and mathematics converged to discuss 'The Physical Biology of Stem Cells', the subject of the third annual symposium of the Cambridge Stem Cell Institute, UK. Two clear themes resonated throughout the meeting: the new insights gained from advances in the acquisition and interpretation of quantitative data; and the importance of 'thinking outside the nucleus' to consider physical influences on cell fate.

  4. Lecturers' Experiences of Teaching STEM to Students with Disabilities

    ERIC Educational Resources Information Center

    Ngubane-Mokiwa, S. A.; Khoza, S. B.

    2016-01-01

    Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and…

  5. Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education

    NASA Astrophysics Data System (ADS)

    Kolo, Yovonda Ingram

    African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

  6. Teaching Mathematical Modeling in Mathematics Education

    ERIC Educational Resources Information Center

    Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

    2016-01-01

    Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

  7. Technology-Supported Science Instruction through Integrated STEM Guitar Building: The Case for STEM and Non-STEM Instructor Success

    ERIC Educational Resources Information Center

    Hauze, Sean; French, Debbie

    2017-01-01

    With a national emphasis on integrated science, technology, engineering, and mathematics (STEM) education in K-16 courses, incorporating technology in a meaningful way is critical. This research examines whether STEM and non-STEM teachers were able to incorporate technology in STEM courses successfully with sufficient professional development. The…

  8. The Empire Strikes Back--Putting the "E" into STEM

    ERIC Educational Resources Information Center

    Loughran, Melissa

    2017-01-01

    The challenge schools face when creating a science, technology, engineering and mathematics (STEM) program is how to incorporate the "E" into the curriculum. The author's school was meeting the National (U. K.) Curriculum Science, Technology and Maths learning objectives, so how could they justify adding another subject into the mix…

  9. Expanding STEM Opportunities through Inclusive STEM-Focused High Schools

    ERIC Educational Resources Information Center

    Means, Barbara; Wang, Haiwen; Wei, Xin; Lynch, Sharon; Peters, Vanessa; Young, Viki; Allen, Carrie

    2017-01-01

    Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools--that they provide students from subgroups underrepresented in STEM with experiences that equip them…

  10. An Exploration into the Potential Career Effects from Middle and High School Mathematics Experiences: A Mixed Methods Investigation into STEM Career Choice

    ERIC Educational Resources Information Center

    DeThomas, Elizabeth M.

    2017-01-01

    This mixed methods research study examined the effects of middle and high school mathematics experiences on students' choice of college major, particularly whether students decided to major in a STEM field. Social cognitive career theory was used to examine potential influences of mathematics self-efficacy and how those influences and mathematics…

  11. The Effect of a Pre-University Mathematics Bridging Course on Adult Learners' Self-Efficacy and Retention Rates in STEM Subjects

    ERIC Educational Resources Information Center

    Johnson, Patrick; O'Keeffe, Lisa

    2016-01-01

    In August 2008, the Mathematics Learning Centre at the University of Limerick initiated a mathematics bridging course, entitled "Head Start Maths", to provide mathematics revision for adult learners about to embark on science or technology degree programmes. The aim of Head Start Maths was to revise mathematics fundamentals before the…

  12. Monitoring Progress: How the 2012 National Survey of Science and Mathematics Education Can Inform a National K-12 STEM Education Indicator System

    ERIC Educational Resources Information Center

    Fulkerson, William O.; Banilower, Eric R.

    2014-01-01

    "Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing?" (National Research Council, 2013) describes a set of 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. This 2012 National Survey of Science and Mathematics Education (NSSME), is the fifth in a series of…

  13. The Development of the STEM Career Interest Survey (STEM-CIS)

    NASA Astrophysics Data System (ADS)

    Kier, Meredith W.; Blanchard, Margaret R.; Osborne, Jason W.; Albert, Jennifer L.

    2014-06-01

    Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to interest students in STEM majors and careers begin at the middle school level, a time when students are developing their own interests and recognizing their academic strengths. These factors have led scholars to call for instruments that effectively measure interest in STEM classes and careers, particularly for middle school students. In response, we leveraged the social cognitive career theory to develop a survey with subscales in science, technology, engineering, and mathematics. In this manuscript, we detail the six stages of development of the STEM Career Interest Survey. To investigate the instrument's reliability and psychometric properties, we administered this 44-item survey to over 1,000 middle school students (grades 6-8) who primarily were in rural, high-poverty districts in the southeastern USA. Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and also has four strong, discipline-specific subscales, which allow for the science, technology, engineering, and mathematics subscales to be administered separately or in combination. This instrument should prove helpful in research, evaluation, and professional development to measure STEM career interest in secondary level students.

  14. Subjectivity and Cultural Adjustment in Mathematics Education: A Response to Wolff-Michael Roth

    ERIC Educational Resources Information Center

    Brown, Tony

    2012-01-01

    In this volume, Wolff-Michael Roth provides a critical but partial reading of Tony Brown's book "Mathematics Education and Subjectivity". The reading contrasts Brown's approach with Roth's own conception of subjectivity as derived from the work of Vygotsky, in which Roth aims to "reunite" psychology and sociology. Brown's book, however, focuses on…

  15. Leaving STEM: STEM Ph.D. Holders in Non-STEM Careers. Issue Brief

    ERIC Educational Resources Information Center

    Turk-Bicakci, Lori; Berger, Andrea

    2014-01-01

    During the last few decades, national, state, and institutional-level initiatives have been implemented to build and expand the science, technology, engineering, and mathematics (STEM) workforce by recruiting and retaining groups of individuals that have been traditionally underrepresented in STEM in higher education. The underlying theory of…

  16. Team-Based Introductory Research Experiences in Mathematics

    ERIC Educational Resources Information Center

    Baum, Brittany Smith; Rowell, Ginger Holmes; Green, Lisa; Yantz, Jennifer; Beck, Jesse; Cheatham, Thomas; Stephens, D. Christopher; Nelson, Donald

    2017-01-01

    As part of Middle Tennessee State University's (MTSU's) initiative to improve retention of at-risk STEM majors, they recruit first-time, full-time freshman STEM majors with mathematics ACT scores of 19 to 23 to participate in MTSU's "Mathematics as a FirstSTEP to Success in STEM" project (FirstSTEP). This article overviews MTSU's…

  17. Using Space as a Context to Enrich the Teaching and Learning of STEM Subjects

    ERIC Educational Resources Information Center

    Clements, Allan; Curtis, Jeremy; Jackson, Libby; Lyons, Tom

    2014-01-01

    This article looks at how space can provide a context for the teaching of STEM subjects. It explores how space fits with the new curriculum, and outlines what resources are available for teachers from the National STEM Centre eLibrary. In November 2015, the UK sends its first official astronaut into space, Tim Peake. His mission can provide a…

  18. Not lack of ability but more choice: individual and gender differences in choice of careers in science, technology, engineering, and mathematics.

    PubMed

    Wang, Ming-Te; Eccles, Jacquelynne S; Kenny, Sarah

    2013-05-01

    The pattern of gender differences in math and verbal ability may result in females having a wider choice of careers, in both science, technology, engineering, and mathematics (STEM) and non-STEM fields, compared with males. The current study tested whether individuals with high math and high verbal ability in 12th grade were more or less likely to choose STEM occupations than those with high math and moderate verbal ability. The 1,490 subjects participated in two waves of a national longitudinal study; one wave was when the subjects were in 12th grade, and the other was when they were 33 years old. Results revealed that mathematically capable individuals who also had high verbal skills were less likely to pursue STEM careers than were individuals who had high math skills but moderate verbal skills. One notable finding was that the group with high math and high verbal ability included more females than males.

  19. Empowering Effective STEM Role Models to Promote STEM Equity in Local Communities

    NASA Astrophysics Data System (ADS)

    Harte, T.; Taylor, J.

    2017-12-01

    Empowering Effective STEM Role Models, a three-hour training developed and successfully implemented by NASA Langley Research Center's Science Directorate, is an effort to encourage STEM professionals to serve as role models within their community. The training is designed to help participants reflect on their identity as a role model and provide research-based strategies to effectively engage youth, particularly girls, in STEM (science, technology, engineering, and mathematics). Research shows that even though girls and boys do not demonstrate a significant difference in their ability to be successful in mathematics and science, there is a significant difference in their confidence level when participating in STEM subject matter and pursuing STEM careers. The Langley training model prepares professionals to disrupt this pattern and take on the habits and skills of effective role models. The training model is based on other successful models and resources for role modeling in STEM including SciGirls; the National Girls Collaborative; and publications by the American Association of University Women and the National Academies. It includes a significant reflection component, and participants walk through situation-based scenarios to practice a focused suite of research-based strategies. These strategies can be implemented in a variety of situations and adapted to the needs of groups that are underrepresented in STEM fields. Underpinning the training and the discussions is the fostering of a growth mindset and promoting perseverance. "The Power of Yet" becomes a means whereby role models encourage students to believe in themselves, working toward reaching their goals and dreams in the area of STEM. To provide additional support, NASA Langley role model trainers are available to work with a champion at other organizations to facilitate the training. This champion helps recruit participants, seeks leadership buy-in, and helps provide valuable insights for needs and

  20. Building a Community of Scholars: One University's Story of Students Engaged in Learning Science, Mathematics, and Engineering through a NSF S-STEM Grant

    ERIC Educational Resources Information Center

    Kalevitch, Maria; Maurer, Cheryl; Badger, Paul; Holdan, Greg; Iannelli, Joe; Sirinterlikci, Arif; Semich, George; Bernauer, James

    2012-01-01

    The School of Engineering, Mathematics, and Science (SEMS) at Robert Morris University (RMU) was awarded a five-year grant from the National Science Foundation (NSF) to fund scholarships to 21 academically talented but financially challenged students majoring in the disciplines of science, technology, engineering, and mathematics (STEM). Each…

  1. Measuring STEM Students' Mathematical Identities

    ERIC Educational Resources Information Center

    Kaspersen, Eivind; Pepin, Birgit; Sikko, Svein Arne

    2017-01-01

    Studies on identity in general and mathematical identity in particular have gained much interest over the last decades. However, although measurements have been proven to be potent tools in many scientific fields, a lack of consensus on ontological, epistemological, and methodological issues has complicated measurements of mathematical identities.…

  2. Outcomes for Engineering Students Delivering a STEM Education and Outreach Programme

    ERIC Educational Resources Information Center

    Fitzallen, Noleine; Brown, Natalie Ruth

    2017-01-01

    University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention,…

  3. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Lorenzo L. Esters, Vice President, APLU (Association of Public and Land-grant Universities), and Project Director, MMSI (Minority Male STEM Initiative) addresses STEM initiative report findings at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  4. Engaging in and with Research to Improve STEM Education

    ERIC Educational Resources Information Center

    Christodoulou, Andri

    2017-01-01

    The demand for students to continue studying STEM subjects at post-16 and higher education levels remains high. Since the curriculum reforms in Science and Mathematics across phases in England were initiated in 2014, uncertainty remains on the impact that these reforms will have on students and teachers as the reforms continue to be implemented…

  5. College Students' Persistence and Degree Completion in Science, Technology, Engineering, and Mathematics (STEM): The Role of Non-Cognitive Attributes of Self-Efficacy, Outcome Expectations, and Interest

    ERIC Educational Resources Information Center

    Aryee, Michael

    2017-01-01

    The lack of students' persistence (or student's effort to continue their academic studies until degree completion) in Science, Technology, Engineering, and Mathematics (STEM) and the attrition of STEM students as well as the shortage of STEM workers have gathered much attention from policy makers, governmental agencies, higher education…

  6. On the Importance of Subject Matter in Mathematics Education: A Conversation with Erich Christian Wittmann

    ERIC Educational Resources Information Center

    Akinwunmi, Kathrin; Höveler, Karina; Schnell, Susanne

    2014-01-01

    Erich Christian Wittmann is one of the primary founders of mathematics education research as an autonomous field of work and research in Germany. The interview presented here reflects on his role in promoting mathematics education as a design science. The interview addresses the following topics: (1) The importance of subject matter in…

  7. Analysis the Competences and Contents of "Mathematics and Environmental Exploration" Subject Syllabus for Preparatory Grade

    ERIC Educational Resources Information Center

    Dulama, Maria Eliza; Magda?, Ioana

    2014-01-01

    In this paper, we analyze some aspects related to "Mathematics and Environmental Exploration" subject syllabus for preparatory grade approved by Minister of National Education of Romania. The analysis aim the place of the subject syllabus into the Framework Plan; the syllabus structure and the argumentation of studying this subject; the…

  8. Threading Mathematics through Symbols, Sketches, Software, Silicon, and Wood: Teachers Produce and Maintain Cohesion to Support STEM Integration

    ERIC Educational Resources Information Center

    Nathan, Mitchell J.; Wolfgram, Matthew; Srisurichan, Rachaya; Walkington, Candace; Alibali, Martha W.

    2017-01-01

    This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors…

  9. STEM Development: A Study of 6th-12th Grade Girls' Interest and Confidence in Mathematics and Science

    ERIC Educational Resources Information Center

    Heaverlo, Carol Ann

    2011-01-01

    Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the…

  10. Increasing Access of Female Students in Science Technology, Engineering and Mathematics (STEM), in the University of Malawi (UNIMA)

    ERIC Educational Resources Information Center

    Mbano, Nellie; Nolan, Kathleen

    2017-01-01

    In Malawi, in spite of a number of gender equity policies and initiatives that encourage females to pursue careers within the fields of science, technology, engineering, and mathematics (STEM), research indicates that they are under-represented in these fields. One initiative recommended to address the factors contributing to this…

  11. The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems

    ERIC Educational Resources Information Center

    Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.

    2016-01-01

    Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…

  12. Problematizing the STEM Pipeline Metaphor: Is the STEM Pipeline Metaphor Serving Our Students and the STEM Workforce?

    ERIC Educational Resources Information Center

    Cannady, Matthew A.; Greenwald, Eric; Harris, Kimberly N.

    2014-01-01

    Researchers and policy makers often use the metaphor of an ever-narrowing pipeline to describe the trajectory to a science, technology, engineering or mathematics (STEM) degree or career. This study interrogates the appropriateness of the STEM pipeline as the dominant frame for understanding and making policies related to STEM career trajectories.…

  13. Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

    NASA Astrophysics Data System (ADS)

    Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

    2015-12-01

    This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science. All students were assessed using the same science, technology, engineering and mathematics (STEM) dispositions instrument. Findings indicate that the after-school group whose participants self-selected STEM engagement activities, and the self-selected academy of mathematics and science group, each had highly positive STEM dispositions comparable to those of STEM professionals, while a subset of the middle school whole-classroom energy monitoring group that reported high interest in STEM as a career, also possessed highly positive STEM dispositions comparable to the STEM Professionals group. The authors conclude that several different kinds of hands-on STEM engagement activities are likely to foster or maintain positive STEM dispositions at the middle school and high school levels, and that these highly positive levels of dispositions can be viewed as a target toward which projects seeking to interest mainstream secondary students in STEM majors in college and STEM careers, can hope to aspire. Gender findings regarding STEM dispositions are also reported for these groups.

  14. Connecting mathematics learning through spatial reasoning

    NASA Astrophysics Data System (ADS)

    Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

    2018-03-01

    Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.

  15. Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia M.; Abere, Migosi Joash

    2015-01-01

    Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random…

  16. Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

    ERIC Educational Resources Information Center

    Wang, Ming-Te; Degol, Jessica L.

    2017-01-01

    Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences…

  17. A Case Study of an Academia-Industry Partnership to Meet the Education and Training Needs in a Science, Technology, Engineering & Mathematics (STEM) Field

    ERIC Educational Resources Information Center

    Richardson, Joseph Carl

    2013-01-01

    The purpose of this case study is to provide a description of the characteristics of an academia-industry partnership that works together with industry to meet the education and training needs in a Science, Technology, Engineering, and Mathematics (STEM) field. After the launch of Sputnik in 1957, U.S. pursued efforts to compete in STEM fields on…

  18. Whose STEM? Disrupting the Gender Crisis within STEM

    ERIC Educational Resources Information Center

    Heybach, Jessica; Pickup, Austin

    2017-01-01

    This article challenges implicit understandings of scientific inquiry and gender within contemporary responses to the underrepresentation of women in science, technology, engineering, and mathematics (STEM). Failing to recognize the gendered history of science, and thus STEM disciplines, we argue that much research and curricular interventions are…

  19. Troubling STEM: Making a Case for an Ethics/STEM Partnership

    ERIC Educational Resources Information Center

    Steele, Astrid

    2016-01-01

    Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and…

  20. Design-based online teacher professional development to introduce integration of STEM in Pakistan

    NASA Astrophysics Data System (ADS)

    Anwar, Tasneem

    In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices.

  1. Learning for STEM Literacy: STEM Literacy for Learning

    ERIC Educational Resources Information Center

    Zollman, Alan

    2012-01-01

    We are in the STEM generation whose comprehensive purpose is to resolve (1) societal needs for new technological and scientific advances; (2) economic needs for national security; and (3) personal needs to become a fulfilled, productive, knowledgeable citizen. STEM specifically refers to science, technology, engineering, and mathematics, but now…

  2. Pen-Enabled, Real-Time Student Engagement for Teaching in STEM Subjects

    ERIC Educational Resources Information Center

    Urban, Sylvia

    2017-01-01

    The introduction of pen-enabling devices has been demonstrated to increase a student's ability to solve problems, communicate, and learn during note taking. For the science, technology, engineering, and mathematics subjects that are considered to be symbolic in nature, pen interfaces are better suited for visual-spatial content and also provide a…

  3. Snow snakes and science agency: Empowering American Indian students through a culturally-based science, technology, engineering, and mathematics (STEM) curriculum

    NASA Astrophysics Data System (ADS)

    Miller, Brant Gregory

    Mainstream curricula have struggled to provide American Indian students with meaningful learning experiences. This research project studied a novel approach to engaging students with science, technology, engineering, and mathematics (STEM) content through a culturally-based context. The traditional American Indian game of Snow Snakes (shushumeg in Ojibwe) presented a highly engaging context for delivering STEM content. Through the engaging context of snow snakes, the designed STEM curriculum explicitly applied mathematics (scaling and data), and science (force and motion) to an engineering prototype iteration that used available materials and tools (technology) for success. It was hypothesized that by engaging students through the carefully integrated STEM curriculum, driven by the culturally based context of snow snakes, students would exhibit an increase in science agency and achievement. The overarching research question explored for this study was: How does a culturally-based and integrated STEM curriculum impact student's science agency? Associated sub-questions were: (1) What does science agency look like for 6th grade students? (2) What key experiences are involved in the development of science agency through a culturally-based STEM curriculum context? And (3) What are the impacts on the community associated with the implementation of a culturally-based STEM curriculum? A case study research design was implemented for this research. Yin (2003) defines a case study as investigating a phenomenon (e.g. science agency) which occurs within authentic contexts (e.g. snow snakes, Adventure Learning, and Eagle Soaring School) especially when the boundaries between phenomenon and context are unclear. For this case study Eagle Soaring School acted as the bounded case with students from the 6th grade class representing the embedded units. Science agency was the theoretical framework for data analysis. Major findings were categorized as science and STEM learning, agency

  4. Moving Toward an Anti-Deficit Perspective: African American Science, Technology, Engineering, Mathematics (STEM) Students at Hispanic-Serving Institutions (HSI)

    NASA Astrophysics Data System (ADS)

    Mahoney, Melissa M.

    The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants' academic careers, thereby, highlighting the complexity of this population's experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper's framework can be modified to explore the motivation of African American STEM students as well as the African American student's relationship with disability support services.

  5. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Christine Keller, Director of Research, APLU (Association of Public and Land-grant Universities) presents STEM initiative report findings at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  6. Building a Community of Scholars: One University's Story of Students Engaged in Learning Science, Mathematics, and Engineering through a NSF S-STEM Grant--Part II

    ERIC Educational Resources Information Center

    Kalevitch, Maria; Maurer, Cheryl; Badger, Paul; Holdan, Greg; Sirinterlikci, Arif

    2015-01-01

    The School of Engineering, Mathematics, and Science (SEMS) at Robert Morris University (RMU) was awarded a five-year grant from the National Science Foundation (NSF) to fund scholarships to 21 academically talented but financially challenged students majoring in the disciplines of science, technology, engineering, and mathematics (STEM). Each…

  7. Exploring the Disconnect between Mathematics Ability and Mathematics Efficacy among Preservice Agricultural Education Teachers

    ERIC Educational Resources Information Center

    Hilby, Alyssa C.; Stripling, Christopher T.; Stephens, Carrie A.

    2014-01-01

    STEM disciplines will continue to impact school-based agricultural education programs; thus, in order to produce secondary students proficient in science and mathematics, developing preservice agricultural education teachers who are competent in mathematics and teaching mathematics is essential. This study utilized data collected through a focus…

  8. Integrated STEM Assessment Model

    ERIC Educational Resources Information Center

    Bicer, Ali; Capraro, Robert M.; Capraro, Mary M.

    2017-01-01

    Previous research identified a strong correlation between mathematics and science performance albeit for small samples of students. Even though there was a high correlation between mathematics and science performance, researchers examining students' STEM achievement investigated mathematics and science achievement separately. The present study…

  9. Cognitive and Motivational Factors That Inspire Hispanic Female Students to Pursue STEM-Related Academic Programs That Lead to Careers in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Morel-Baker, Sonaliz

    2017-01-01

    Hispanics, and women in particular, continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). The purpose of this study was to analyze cognitive and motivational factors that inspired Hispanic female college students to major in STEM programs and aspire to academic success. This mixed methods study…

  10. Exploring Students' Perspectives of College STEM: An Analysis of Course Rating Websites

    ERIC Educational Resources Information Center

    Chang, YunJeong; Park, Seung Won

    2014-01-01

    One of the crucial goals of higher education is building a scientifically literate citizenry. The science, technology, engineering, and mathematics (STEM) subject areas are indicated as good domains to develop knowledge and skills for becoming future leaders. However, previous research has indicated a constant decline in the number of American…

  11. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Christine Keller, right, Director of Research, APLU (Association of Public and Land-grant Universities) presents STEM initiative report findings at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  12. Increased circulating stem cells and better cognitive performance in traumatic brain injury subjects following hyperbaric oxygen therapy.

    PubMed

    Shandley, Sabrina; Wolf, E George; Schubert-Kappan, Christine M; Baugh, Laura M; Richards, Michael F; Prye, Jennifer; Arizpe, Helen M; Kalns, John

    2017-01-01

    Traumatic brain injury (TBI) may cause persistent cognitive dysfunction. A pilot clinical study was performed to determine if hyperbaric oxygen (HBO₂) treatment improves cognitive performance. It was hypothesized that stem cells, mobilized by HBO₂ treatment, are recruited to repair damaged neuronal tissue. This hypothesis was tested by measuring the relative abundance of stem cells in peripheral blood and cognitive performance during this clinical trial. The subject population consisted of 28 subjects with persistent cognitive impairment caused by mild to moderate TBI suffered during military deployment to Iraq or Afghanistan. Fluorescence-activated cell sorting (FACS) analysis was performed for stem cell markers in peripheral blood and correlated with variables resulting from standard tests of cognitive performance and post-traumatic stress disorder: ImPACT, BrainCheckers and PCL-M test results. HBO₂ treatment correlated with stem cell mobilization as well as increased cognitive performance. Together these results support the hypothesis that stem cell mobilization may be required for cognitive improvement in this population. Copyright© Undersea and Hyperbaric Medical Society.

  13. Students' Attitude towards STEM Education

    ERIC Educational Resources Information Center

    Popa, Roxana-Alexandra; Ciascai, Liliana

    2017-01-01

    STEM is the acronym of Science, Technology, Engineering, and Mathematics fields. STEM education refers both to teaching and learning in the above-mentioned disciplines, but especially to teaching and learning a new discipline based on the integration of Science, Technology, Engineering, and Mathematics. The present survey aims to investigate the…

  14. Design Steps for Physic STEM Education Learning in Secondary School

    NASA Astrophysics Data System (ADS)

    Teevasuthonsakul, C.; Yuvanatheeme, V.; Sriput, V.; Suwandecha, S.

    2017-09-01

    This study aimed to develop the process of STEM Education activity design used in Physics subjects in the Thai secondary schools. The researchers have conducted the study by reviewing the literature and related works, interviewing Physics experts, designing and revising the process accordingly, and experimenting the designed process in actual classrooms. This brought about the five-step process of STEM Education activity design which Physics teachers applied to their actual teaching context. The results from the after-class evaluation revealed that the students’ satisfaction level toward Physics subject and critical thinking skill was found higher statistically significant at p < .05. Moreover, teachers were advised to integrate the principles of science, mathematics, technology, and engineering design process as the foundation when creating case study of problems and solutions.

  15. STEM in England: meanings and motivations in the policy arena

    NASA Astrophysics Data System (ADS)

    Wong, Vicky; Dillon, Justin; King, Heather

    2016-10-01

    STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study's contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation together with semi-structured interviews with key contributors to the science and mathematics education discourse. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger-advantage dichotomy to participation in STEM being perceived by the mathematics educators. Early aims of the STEM agenda, including increasing diversity, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.

  16. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    NASA Astrophysics Data System (ADS)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  17. STEM--Beyond the Acronym

    ERIC Educational Resources Information Center

    Vasquez, Jo Anne

    2015-01-01

    When most educators think of STEM education, they think of fully integrated projects seamlessly combining all four disciplines--science, technology, engineering, and mathematics. Although such transdisciplinary STEM units are ideal, writes Vasquez, they are not the only way to give students valuable STEM experiences. She gives examples of two…

  18. CTE's Role in Science, Technology, Engineering and Mathematics

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2010-01-01

    For the last several years, concern has been brewing about America's underinvestment and underperformance in science, technology, engineering and mathematics--the fields collectively known as STEM. STEM can be described as an initiative for securing America's leadership in science, technology, engineering and mathematics fields and identifying…

  19. An Examination of the Effects of Collaborative Scientific Visualization via Model-Based Reasoning on Science, Technology, Engineering, and Mathematics (STEM) Learning within an Immersive 3D World

    ERIC Educational Resources Information Center

    Soleimani, Ali

    2013-01-01

    Immersive 3D worlds can be designed to effectively engage students in peer-to-peer collaborative learning activities, supported by scientific visualization, to help with understanding complex concepts associated with learning science, technology, engineering, and mathematics (STEM). Previous research studies have shown STEM learning benefits…

  20. QR-STEM: Energy and Environment as a Context for Improving QR and STEM Understandings of 6-12 Grade Teachers II. The Quantitative Reasoning

    NASA Astrophysics Data System (ADS)

    Mayes, R.; Lyford, M. E.; Myers, J. D.

    2009-12-01

    The Quantitative Reasoning in STEM (QR STEM) project is a state level Mathematics and Science Partnership Project (MSP) with a focus on the mathematics and statistics that underlies the understanding of complex global scientific issues. This session is a companion session to the QR STEM: The Science presentation. The focus of this session is the quantitative reasoning aspects of the project. As students move from understandings that range from local to global in perspective on issues of energy and environment, there is a significant increase in the need for mathematical and statistical conceptual understanding. These understandings must be accessible to the students within the scientific context, requiring the special understandings that are endemic within quantitative reasoning. The QR STEM project brings together interdisciplinary teams of higher education faculty and middle/high school teachers to explore complex problems in energy and environment. The disciplines include life sciences, physics, chemistry, earth science, statistics, and mathematics. These interdisciplinary teams develop open ended performance tasks to implement in the classroom, based on scientific concepts that underpin energy and environment. Quantitative reasoning is broken down into three components: Quantitative Literacy, Quantitative Interpretation, and Quantitative Modeling. Quantitative Literacy is composed of arithmetic concepts such as proportional reasoning, numeracy, and descriptive statistics. Quantitative Interpretation includes algebraic and geometric concepts that underlie the ability to interpret a model of natural phenomena which is provided for the student. This model may be a table, graph, or equation from which the student is to make predictions or identify trends, or from which they would use statistics to explore correlations or patterns in data. Quantitative modeling is the ability to develop the model from data, including the ability to test hypothesis using statistical

  1. The Bayer Facts of Science Education XVI: "US STEM Workforce Shortage--Myth or Reality? Fortune 1000 Talent Recruiters on the Debate"

    ERIC Educational Resources Information Center

    Journal of Science Education and Technology, 2014

    2014-01-01

    A major debate is currently underway in the USA about whether there is, in fact, a science, technology, engineering and mathematics (STEM) workforce shortage in the country or not. This is the subject of the "Bayer Facts of Science Education XVI: US STEM Workforce Shortage--Myth or Reality? Fortune 1000 Talent Recruiters on the Debate."…

  2. STEM contents in pre-service teacher curriculum: Case study at physics faculty

    NASA Astrophysics Data System (ADS)

    Linh, Nguyen Quang; Suong, Huynh Thi Hong; Khoa, Cao Tien

    2018-01-01

    STEM education; the encompassment of the four fields including science, technology, engineering, and mathematics; is introduced to provide students with chances to confront and solve real world problems and situations. Literature has evidence that this approach has positive impacts on students' learning motivation, learning engagement, learning achievements, and participation in STEM subjects and careers. This further lead to assurance of enough qualified STEM staffs for cross economic and mixed cultural working environment of the 21st century world. Our paper explores STEM factors underneath what is considered as traditional ways of teaching in a specific subject in pre-service teacher curriculum at Physics Faculty, Thai Nguyen University of Education, Vietnam. Data of the research were collected from a variety of sources including field notes, observation notes, analyzing of the course syllabus and students' final products. Data were analyzed based on the STS approach and SWOT analysis. The research reveals different kinds of STEM factors and manifestations that has been organized and introduced to the students. The research implications propose further research and directions to take the available advantages to benefit and ease the integration of STEM programs into specific educational context in Vietnam.

  3. Developing design-based STEM education learning activities to enhance students' creative thinking

    NASA Astrophysics Data System (ADS)

    Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai

    2018-01-01

    Creative thinking on applying science and mathematics knowledge is required by the future STEM career. The STEM education should be provided for the required skills of future STEM career. This paper aimed to clarify the developing STEM education learning activities to enhance students' creative thinking. The learning activities were developed for Grade 10 students who will study in the subject of independent study (IS) of Khon Kaen Wittayayon School, Khon Kaen, Thailand. The developing STEM education learning activities for enhancing students' creative thinking was developed regarding on 6 steps including (1) providing of understanding of fundamental STEM education concept, (2) generating creative thinking from prototype, (4) revised ideas, (5) engineering ability, and (6) presentation and discussion. The paper will clarify the 18 weeks activities that will be provided based these 6 steps of developing learning activities. Then, these STEM learning activities will be discussed to provide the chance of enhancing students' creative thinking. The paper may have implication for STEM education in school setting.

  4. Understanding STEM: Current Perceptions

    ERIC Educational Resources Information Center

    Brown, Ryan; Brown, Joshua; Reardon, Kristin; Merrill, Chris

    2011-01-01

    In many ways, the push for STEM (science, technology, engineering, and mathematics) education appears to have grown from a concern for the low number of future professionals to fill STEM jobs and careers and economic and educational competitiveness. The proponents of STEM education believe that by increasing math and science requirements in…

  5. Creative Teaching in STEM

    ERIC Educational Resources Information Center

    Pollard, Vikki; Hains-Wesson, Rachael; Young, Karen

    2018-01-01

    If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and…

  6. The Development of the STEM Career Interest Survey (STEM-CIS)

    ERIC Educational Resources Information Center

    Kier, Meredith W.; Blanchard, Margaret R.; Osborne, Jason W.; Albert, Jennifer L.

    2014-01-01

    Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to…

  7. Gender and Achievement in English Language Arts, Science and Mathematics in Secondary Schools in Nigeria

    ERIC Educational Resources Information Center

    Etim, James S.; Etim, Alice S.; Heilman, George; Mathiyalakan, S.; Ntukidem, Eno

    2016-01-01

    The education of girls and women in the areas of Science, Technology, Engineering and Mathematics (STEM) has long been thought of as very crucial for national development. This study investigated whether gender differences might occur in scores attained by Nigerian students on standard subject matter examinations for English Language, Mathematics…

  8. Measuring the utility of the Science, Technology, Engineering, Mathematics (STEM) Academy Measurement Tool in assessing the development of K-8 STEM academies as professional learning communities

    NASA Astrophysics Data System (ADS)

    Irish, Teresa J.

    The aim of this study was to provide insights addressing national concerns in Science, Technology, Engineering, and Mathematics (STEM) education by examining how a set of six perimeter urban K-12 schools were transformed into STEM-focused professional learning communities (PLC). The concept of a STEM Academy as a STEM-focused PLC emphasizes the development of a STEM culture where professional discourse and teaching are focused on STEM learning. The STEM Academies examined used the STEM Academy Measurement Tool and Rubric (Tool) as a catalyst for discussion and change. This Tool was developed with input from stakeholders and used for school-wide initiatives, teacher professional development and K-12 student engagement to improve STEM teaching and learning. Two primary goals of this study were to assess the levels of awareness and use of the tool by all stakeholders involved in the project and to determine how the Tool assisted in the development and advancement of these schools as STEM PLCs. Data from the STEM Academy Participant Survey was analyzed to determine stakeholders' perceptions of the Tool in terms of (i) how aware stakeholders were of the Tool, (ii) whether they participated in the use of the Tool, (iii) how the characteristics of PLCs were perceived in their schools, and finally (iv) how the awareness of the Tool influenced teachers' perceptions of the presence of PLC characteristics. Findings indicate that school faculty were aware of the Tool on a number of different levels and evidence exists that the use of the Tool assisted in the development of STEM Academies, however impact varied from school to school. Implications of this study suggest that the survey should be used for a longer period of time to gain more in-depth knowledge on teachers' perceptions of the Tool as a catalyst across time. Additional findings indicate that the process for using the Tool should be ongoing and involve the stakeholders to have the greatest impact on school culture

  9. Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers

    ERIC Educational Resources Information Center

    Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore

    2015-01-01

    TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…

  10. Public Views on the Gendering of Mathematics and Related Careers: International Comparisons

    ERIC Educational Resources Information Center

    Forgasz, Helen; Leder, Gilah; Tan, Hazel

    2014-01-01

    Mathematics continues to be an enabling discipline for Science, Technology, Engineering, and Mathematics (STEM)-based university studies and related careers. Explanatory models for females' underrepresentation in higher level mathematics and STEM-based courses comprise learner-related and environmental variables--including societal beliefs. Using…

  11. Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers

    ERIC Educational Resources Information Center

    Rinke, Carol R.; Gladstone-Brown, Wendy; Kinlaw, C. Ryan; Cappiello, Jean

    2016-01-01

    Although science, technology, engineering, and mathematics (STEM) education sits at the center of a national conversation, comparatively little attention has been given to growing need for STEM teacher preparation, particularly at the elementary level. This study analyzes the outcomes of a novel, preservice STEM teacher education model. Building…

  12. KUSPACE: Embedding Science Technology and Mathematics Ambassador Activities in the Undergradiuate Engineering Curriculum

    NASA Astrophysics Data System (ADS)

    Welch, C.; Osborne, B.

    The UK national STEM Ambassadors programme provides inspiring role models for school students in science, technology, engineering, mathematics (STEM) subjects. STEMNET, the national body responsible for STEM Ambassa- dors aims to provide more than 27,000 STEM Ambassadors nationwide by the end of 2011. This paper reports on a project at Kingston University to embed STEM Ambassador training and activity in Year 2 of the undergraduate Aerospace Engineering, Astronautics and Space Technology degree. The project, known as KUSPACE (Kingston University Students Providing Amazing Classroom Experiences), was conceived to develop students' communication, planning and presentation skills and build links between different cohort years, while providing a valuable contribution to local primary schools' STEM programmes and simultaneously raising the public engagement profile of the university. This paper describes the pedagogical conception of the KUSPACE, its implementation in the curriculum, the delivery of it in the university and schools and its effect on the undergraduate students, as well as identifying good practice and drawing attention to lessons learned.STEMNET (www.stemnet.org) is the UK's Science, Technol- ogy, Engineering and Mathematics Network. Working with a broad range of UK partners and funded by the UK govern- ment's Department for Business Innovation and Skills, STEMNET plays a significant role in ensuring that five to nineteen year olds and their teachers can experience a wide range of activities and schemes which enhance and enrich the school curriculum [1]. Covering all aspects of Science, Tech- nology, Engineering and Maths (STEM), these activities and schemes are designed both to increase STEM awareness and literacy in the young people and also to encourage more of them to undertake post-16 STEM qualifications and associated careers [2]. STEMNET operates through forty-five local con- tract holders around the UK which help the network deliver its

  13. Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

    ERIC Educational Resources Information Center

    Collins, Kristina Henry

    2018-01-01

    What is Black student's science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes…

  14. Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education

    NASA Astrophysics Data System (ADS)

    Linger, Matthew

    The U.S. has enjoyed several decades of science, technology, engineering and math (STEM) success but that is changing as U.S. students show less interest in advanced learning in STEM fields. Consequently, U.S. students are less scientifically and mathematically literate than past generations, a state that may negatively impact their chances of educational and career success. The reasons for the decline in STEM interest are unclear as many U.S. students still go on to earn STEM degrees and work in STEM fields. Often, these are students who showed a particular capacity for STEM subjects, identified through existing research as earning higher than average SAT scores, especially SAT-math, or high science and math achievement test scores. This study looked at these and other factors as a means to determine what impact they have on U.S. students' interest in pursuing a STEM line of study. The study aimed to determine in what way the U.S. educational system can positively influence high school students toward pursuing a STEM college education. The High School Longitudinal Study of 2009 (HSLS:09) was used as the data source. More than 21,000 students were part of the observations. Factor analysis was used to turn related variables into larger constructs. Constructs and original HSLS:09 variables were analyzed through logistic regression analysis with STATA software. Few high school level instructional and non-instructional interventions were found to have an impact on a student's career choice in 9 th grade of his or her choice of college major in 12th grade. On the contrary, student attitudinal variables were shown to be most influential.

  15. Identifying and Nurturing Future Innovators in Science, Technology, Engineering, and Mathematics: A Review of Findings from the Study of Mathematically Precocious Youth

    ERIC Educational Resources Information Center

    Benbow, Camilla Persson

    2012-01-01

    Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions…

  16. STEM crisis or STEM surplus? Yes and yes.

    PubMed

    Xue, Yi; Larson, Richard C

    2015-05-01

    The last decade has seen considerable concern regarding a shortage of science, technology, engineering, and mathematics (STEM) workers to meet the demands of the labor market. At the same time, many experts have presented evidence of a STEM worker surplus. A comprehensive literature review, in conjunction with employment statistics, newspaper articles, and our own interviews with company recruiters, reveals a significant heterogeneity in the STEM labor market: the academic sector is generally oversupplied, while the government sector and private industry have shortages in specific areas.

  17. STEM crisis or STEM surplus? Yes and yes

    PubMed Central

    Xue, Yi; Larson, Richard C.

    2018-01-01

    The last decade has seen considerable concern regarding a shortage of science, technology, engineering, and mathematics (STEM) workers to meet the demands of the labor market. At the same time, many experts have presented evidence of a STEM worker surplus. A comprehensive literature review, in conjunction with employment statistics, newspaper articles, and our own interviews with company recruiters, reveals a significant heterogeneity in the STEM labor market: the academic sector is generally oversupplied, while the government sector and private industry have shortages in specific areas. PMID:29422698

  18. Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property

    ERIC Educational Resources Information Center

    Bullock, Erika C.

    2017-01-01

    The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as "failing"…

  19. Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

    ERIC Educational Resources Information Center

    Gottfried, Michael A.; Bozick, Robert

    2016-01-01

    Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the "real world" applicability of scientific fields and ultimately…

  20. Queer in STEM: Workplace Experiences Reported in a National Survey of LGBTQA Individuals in Science, Technology, Engineering, and Mathematics Careers.

    PubMed

    Yoder, Jeremy B; Mattheis, Allison

    2016-01-01

    A survey of individuals working in science, technology, engineering, and mathematics (STEM) fields who identify as lesbian, gay, bisexual, trans*, queer, or asexual (LGTBQA) was administered online in 2013. Participants completed a 58-item questionnaire to report their professional areas of expertise, levels of education, geographic location, and gender and sexual identities and rated their work and social communities as welcoming or hostile to queer identities. An analysis of 1,427 responses to this survey provided the first broad portrait of this population, and it revealed trends related to workplace practices that can inform efforts to improve queer inclusivity in STEM workplaces.

  1. Expanding STEM Education | Poster

    Cancer.gov

    Editor’s note: This article is written as a reflection on experiential STEM education by a student who completed her Werner H. Kirsten internship in June 2015. Here, she advocates for incorporating hands-on experience into STEM curricula. If the only way for high school students to learn science, technology, engineering, and mathematics (STEM) is through textbooks, then count

  2. Factors That Female Higher Education Faculty in Select Science, Technology, Engineering, and Mathematics (STEM) Fields Perceive as Being Influential to Their Success and Persistence in Their Chosen Professions

    ERIC Educational Resources Information Center

    Opare, Phyllis Bernice

    2012-01-01

    The purpose of this study was to determine factors female higher education faculty in select science, technology, engineering, and mathematics (STEM) fields perceived as influential to their success and persistence in their chosen professions. Females are underrepresented in STEM professions including academia, despite the fact that female…

  3. Expanding STEM opportunities through inclusive STEM-focused high schools.

    PubMed

    Means, Barbara; Wang, Haiwen; Wei, Xin; Lynch, Sharon; Peters, Vanessa; Young, Viki; Allen, Carrie

    2017-09-01

    Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools-that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Hierarchical modeling was applied to data from student surveys and state longitudinal data records for 5113 students graduating from 39 ISHSs and 22 comprehensive high schools in North Carolina and Texas. Compared to peers from the same demographic group with similar Grade 8 achievement levels, underrepresented minority and female ISHS students in both states were more likely to undertake advanced STEM coursework. Hispanics in Texas and females in both states expressed more STEM career interest in Grade 12 if they attended an ISHS. Positive relationships between ISHS attendance and grade point average were found in the total sample and each subgroup in North Carolina. Positive ISHS advantages in terms of test scores for the total student sample were found for science in both states and for mathematics in Texas. For the various student subgroups, test score differences favored the ISHS samples but attained statistical significance only for African Americans' science achievement scores in the Texas study.

  4. Exploring international gender differences in mathematics self-concept

    PubMed Central

    Goldman, Amy D.; Penner, Andrew M.

    2013-01-01

    This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries. These findings reveal a policy paradox: policies aimed at training the next generation of STEM professionals often highlight the need to close the gender gap, but countries with smaller gender gaps have fewer boys and girls interested in mathematics-intensive careers. We conclude by highlighting the importance of disentangling instrumental and expressive aspects of gender inequality in STEM fields. PMID:27840545

  5. Preparing Students for Middle School Through After-School STEM Activities

    NASA Astrophysics Data System (ADS)

    Moreno, Nancy P.; Tharp, Barbara Z.; Vogt, Gregory; Newell, Alana D.; Burnett, Christopher A.

    2016-12-01

    The middle school years are a crucial time for cultivating students' interest in and preparedness for future STEM careers. However, not all middle school children are provided opportunities to engage, learn and achieve in STEM subject areas. Engineering, in particular, is neglected in these grades because it usually is not part of science or mathematics curricula. This study investigates the effectiveness of an engineering-integrated STEM curriculum designed for use in an after-school environment. The inquiry-based activities comprising the unit, Think Like an Astronaut, were intended to introduce students to STEM careers—specifically engineering and aerospace engineering—and enhance their skills and knowledge applicable related to typical middle school science objectives. Results of a field test with a diverse population of 5th grade students in nine schools revealed that Think Like an Astronaut lessons are appropriate for an after-school environment, and may potentially help increase students' STEM-related content knowledge and skills.

  6. Estuarine Ecosystems: Using T & E Signature Approaches to Support STEM Integration

    ERIC Educational Resources Information Center

    McCulloch, Allison W.; Ernst, Jeremy V.

    2012-01-01

    STEM-based understandings and experiences that prepare learners beyond the classroom are of imminent need, as today's STEM education students are tomorrow's leaders in science, technology, engineering, mathematics, and education (Prabhu, 2009). Integrative STEM education signifies the intentional integration of science and mathematics with the…

  7. Exploring the Impact of a Standards-Based Mathematics and Pedagogy Class on Preservice Teachers' Beliefs and Subject Matter Knowledge

    ERIC Educational Resources Information Center

    Stohlmann, Micah Stephen

    2012-01-01

    This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…

  8. Interest in STEM is contagious for students in biology, chemistry, and physics classes

    PubMed Central

    Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D.; Godwin, Allison; Scott, Tyler D.; Klotz, Leidy

    2017-01-01

    We report on a study of the effect of peers’ interest in high school biology, chemistry, and physics classes on students’ STEM (science, technology, engineering, and mathematics)–related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students‘ experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students‘ STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students’ intentions toward STEM careers while enhancing or maintaining course performance. PMID:28808678

  9. Interest in STEM is contagious for students in biology, chemistry, and physics classes.

    PubMed

    Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

    2017-08-01

    We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

  10. Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

    NASA Astrophysics Data System (ADS)

    Petersen, Anne Marie

    In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

  11. Measuring the Ways Significant Persons Influence Attitudes Towards Science and Mathematics

    NASA Astrophysics Data System (ADS)

    Sjaastad, Jørgen

    2013-01-01

    Young people's attitudes towards science, technology, engineering, and mathematics (STEM) are subject to interpersonal influence of significant persons-defined as those who influence a person's attitudes. This article presents the development of an instrument designed to measure different modes of significant persons' influence on attitudes towards STEM. The questionnaire used in the pilot study was compiled based on Woelfel and Haller's theoretical perspectives on interpersonal influence, Nauta and Kokaly's instrument Influence of Others on Academic and Career Decisions Scale, and focus group interviews with Norwegian adolescents in an STEM mentoring programme. Drawing on Rasch analyses of data material from the 114 participants in the pilot study, the final instrument-Significant Person Influence on Attitudes towards STEM (SPIAS)-is presented. Based on results from the piloting and development of SPIAS, a conceptual discussion of significant persons and the ways they influence attitudes towards STEM is given, and it is suggested that SPIAS may be used in the process of evaluating and improving interventions aimed at changing adolescents' attitudes towards STEM.

  12. The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School

    NASA Astrophysics Data System (ADS)

    Rahman, Abdul; Saleh Ahmar, Ansari; Arifin, A. Nurani M.; Upu, Hamzah; Mulbar, Usman; Alimuddin; Arsyad, Nurdin; Ruslan; Rusli; Djadir; Sutamrin; Hamda; Minggi, Ilham; Awi; Zaki, Ahmad; Ahmad, Asdar; Ihsan, Hisyam

    2018-01-01

    One of causal factors for uninterested feeling of the students in learning mathematics is a monotonous learning method, like in traditional learning method. One of the ways for motivating students to learn mathematics is by implementing APIQ (Aritmetika Plus Intelegensi Quantum) creative mathematics game method. The purposes of this research are (1) to describe students’ responses toward the implementation of APIQ creative mathematics game method on the subject matter of Greatest Common Factor (GCF) and Least Common Multiple (LCM) and (2) to find out whether by implementing this method, the student’s learning completeness will improve or not. Based on the results of this research, it is shown that the responses of the students toward the implementation of APIQ creative mathematics game method in the subject matters of GCF and LCM were good. It is seen in the percentage of the responses were between 76-100%. (2) The implementation of APIQ creative mathematics game method on the subject matters of GCF and LCM improved the students’ learning.

  13. AccessSTEM: Building Capacity

    ERIC Educational Resources Information Center

    DO-IT, 2009

    2009-01-01

    A series of activities were undertaken to understand the underrepresentation of people with disabilities in science, technology, engineering, and mathematics (STEM) careers and increase their participation in these fields. "AccessSTEM" collaborated with key stakeholders to conduct a "Capacity-Building Institute"…

  14. The Effect of STEM Learning through the Project of Designing Boat Model toward Student STEM Literacy

    NASA Astrophysics Data System (ADS)

    Tati, T.; Firman, H.; Riandi, R.

    2017-09-01

    STEM Learning focusses on development of STEM-literate society, the research about implementation of STEM learning to develope students’ STEM literacy is still limited. This study is aimed to examine the effect of implementation STEM learning through the project of designing boat model on students STEM literacy in energy topic. The method of this study was a quasi-experiment with non-randomized pretest-posttest control group design. There were two classes involved, the experiment class used Project Based Learning with STEM approach and control class used Project-Based Learning without STEM approach. A STEM Literacy test instrument was developed to measure students STEM literacy which consists of science literacy, mathematics literacy, and technology-engineering literacy. The analysis showed that there were significant differences on improvement science literacy, mathematics technology-engineering between experiment class and control class with effect size more than 0.8 (large effect). The difference of improvement of STEM literacy between experiment class and control class is caused by the existence of design engineering activity which required students to apply the knowledge from every field of STEM. The challenge that was faced in STEM learning through design engineering activity was how to give the students practice to integrate STEM field in solving the problems. In additional, most of the students gave positive response toward implementation of STEM learning through design boat model project.

  15. Is Knowing Another Language as Important as Knowing "Core" Subjects Like Mathematics or Science

    ERIC Educational Resources Information Center

    Kouritzin, Sandra G.

    2012-01-01

    This article explores, through interview data with 125 respondents in Canada, whether the study of foreign languages can be considered as important as the study of the "core" STEMM (science, technology, engineering, mathematics, medicine) subjects in school and university curricula. Five categories of interviewees, including those…

  16. Determinants of Girls' Performance in Science, Mathematics and Technology Subjects in Public Secondary Schools in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia Mbaki; Migosi, Joash; Muola, James Matee

    2013-01-01

    There has been incessant low academic performance in Science, Mathematics and Technology (SMT) subjects especially among girls at form four level in Kitui Central District over the years. The aim of this study was to investigate the determinants of girls' performance in SMT subjects in public secondary schools. Using ex-post-facto survey research…

  17. Building up STEM: An Analysis of Teacher-Developed Engineering Design-Based STEM Integration Curricular Materials

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael

    2016-01-01

    Improving K-12 Science, Technology, Engineering, and Mathematics (STEM) education has a priority on numerous education reforms in the United States. To that end, developing and sustaining quality programs that focus on integrated STEM education is critical for educators. Successful implementation of any STEM program is related to the curriculum…

  18. A STEM Exploration with Gears

    ERIC Educational Resources Information Center

    Deis, Timothy; Julius, Julie

    2017-01-01

    Science, engineering, and mathematics are fields that many students see as separate entities. But if these fields are combined with technology, they become STEM. This investigation provides a context and allows students to explore mathematics, science, and engineering within that context. It requires students to model with mathematics and find…

  19. Special Populations At-Risk for Dropping out of School: A Discipline-Based Analysis of STEM Educators

    ERIC Educational Resources Information Center

    Williams, Thomas O., Jr.; Ernst, Jeremy V.; Kaui, Toni Marie

    2015-01-01

    This study investigated, from a national perspective, the instructional teaching load of STEM educators specific to students with disabilities and limited English Proficiency (LEP). The most recent School and Staffing Survey results of in-service science, technology, and mathematics teachers were compiled and analyzed to form subject area…

  20. The Current Status of STEM Education Research

    ERIC Educational Resources Information Center

    Brown, Josh

    2012-01-01

    This paper explores the current Science, Technology, Engineering and Mathematics (STEM) education research base through an analysis of articles from eight journals focused on the STEM disciplines. Analyzed are both practitioner and research publications to determine the current scope of STEM education research, where current STEM education…

  1. The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

    PubMed

    Siew, Nyet Moi; Amir, Nazir; Chong, Chin Lu

    2015-01-01

    Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

  2. Mathematics, Engineering Science Achievement (MESA). Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Growing Science, Technology, Education, and Mathematics (STEM) talent Washington MESA--Mathematics Engineering Science Achievement--helps under-represented community college students excel in school and ultimately earn STEM bachelor's degrees. MESA has two key programs: one for K-12 students, and the other for community and technical college…

  3. Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety without Having Mathematics Anxiety?

    ERIC Educational Resources Information Center

    Brown, Amy Bingham; Westenskow, Arla; Moyer-Packenham, Patricia S.

    2011-01-01

    Elementary pre-service teachers report high levels of mathematics anxiety (MA), but the construct less widely addressed is their mathematics teaching anxiety (MTA). This study investigated the frequency with which MA stemming from prior experiences leads to MTA. Fifty-three elementary pre-service teachers' written reflections were analyzed, using…

  4. Pathway to a Baccalaureate in STEM Fields: Community Colleges a Viable Route and Does Early STEM Momentum Matter?

    ERIC Educational Resources Information Center

    Wang, Xueli

    2015-01-01

    This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields. In addition, drawing upon a new concept of "STEM momentum," this research explores whether and how STEM baccalaureate success is related to early STEM momentum, as well as whether…

  5. Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls

    PubMed Central

    2016-01-01

    Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls’ STEM participation. PMID:27100631

  6. Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls.

    PubMed

    Stoet, Gijsbert; Bailey, Drew H; Moore, Alex M; Geary, David C

    2016-01-01

    Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls' STEM participation.

  7. Bringing STEM to Life

    ERIC Educational Resources Information Center

    Berkeihiser, Mike; Ray, Dori

    2013-01-01

    The interdisciplinary approach that science, technology, engineering and mathematics (STEM) projects inspire in both teachers and students "brings to light a larger picture that promotes real-world scientific applications, which has in turn been shown to increase undergraduate persistence in STEM." The high school students have been…

  8. Teaching STEM by Design

    ERIC Educational Resources Information Center

    Billiar, Kristen; Hubelbank, Jeanne; Oliva, Thomas; Camesano, Terri

    2014-01-01

    Developing innovative science, technology, engineering and mathematics (STEM) curricula that elicit student excitement for learning is a continuous challenge for K-12 STEM teachers. Generating these lessons while meeting conflicting pedagogical objectives and constraints of time, content, and cost from various parties is truly a challenging task…

  9. Unstable identity compatibility: how gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields.

    PubMed

    Ahlqvist, Sheana; London, Bonita; Rosenthal, Lisa

    2013-09-01

    Although the perceived compatibility between one's gender and science, technology, engineering, and mathematics (STEM) identities (gender-STEM compatibility) has been linked to women's success in STEM fields, no work to date has examined how the stability of identity over time contributes to subjective and objective STEM success. In the present study, 146 undergraduate female STEM majors rated their gender-STEM compatibility weekly during their freshman spring semester. STEM women higher in gender rejection sensitivity, or gender RS, a social-cognitive measure assessing the tendency to perceive social-identity threat, experienced larger fluctuations in gender-STEM compatibility across their second semester of college. Fluctuations in compatibility predicted impaired outcomes the following school year, including lower STEM engagement and lower academic performance in STEM (but not non-STEM) classes, and significantly mediated the relationship between gender RS and STEM engagement and achievement in the 2nd year of college. The week-to-week changes in gender-STEM compatibility occurred in response to negative academic (but not social) experiences.

  10. Enhancing the Psychology STEM Student Journey

    ERIC Educational Resources Information Center

    Hill, Kimberley M.

    2017-01-01

    Psychology is a valuable Science, Technology, Engineering, and Mathematics (STEM) discipline, but one which could do far more at communicating its value to the wider public. This paper discusses how popular initiatives, such as "The University of Northampton's STEM Champions" programme, enhance psychology's STEM membership, while…

  11. Increasing College Students' Interest and Engagement in STEM: A Comparison of Strategies for Challenging STEM Stereotypes

    ERIC Educational Resources Information Center

    Shin, Jiyun Elizabeth L.

    2016-01-01

    Increasing science, technology, engineering, and mathematics (STEM) graduates has become an important part of the education agenda in the U.S. in recent years. Stereotypes about STEM (i.e., belief that STEM abilities are innate, and that European American men are best suited for STEM) have been identified as one of the critical factors that may…

  12. Exploring Collective Mathematical Creativity in Elementary School

    ERIC Educational Resources Information Center

    Levenson, Esther

    2011-01-01

    This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity in elementary school classrooms. Collective learning takes place when mathematical ideas and actions, initially stemming from an individual, are built upon and reworked,…

  13. Gender Equality in Preschool STEM Programs as a Factor Determining Russia's Successful Technological Development

    ERIC Educational Resources Information Center

    Savinskaya, O. B.

    2017-01-01

    The article discusses the importance of introducing training programs for preschool children that allow them to master basic knowledge in science, technology, engineering, and mathematics (STEM subjects) as an academic basis for the technological transition that is currently taking place in the modern world. It is shown that when preschool…

  14. Utility-value intervention with parents increases students' STEM preparation and career pursuit.

    PubMed

    Rozek, Christopher S; Svoboda, Ryan C; Harackiewicz, Judith M; Hulleman, Chris S; Hyde, Janet S

    2017-01-31

    During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States' continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school-aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students' attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.

  15. Utility-value intervention with parents increases students’ STEM preparation and career pursuit

    PubMed Central

    Rozek, Christopher S.; Svoboda, Ryan C.; Harackiewicz, Judith M.; Hulleman, Chris S.; Hyde, Janet S.

    2017-01-01

    During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later. PMID:28096393

  16. Exploring the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors: Motivators and strategies for achieving baccalaureate attainment

    NASA Astrophysics Data System (ADS)

    Carbajal, Sandy C.

    Drawing from Latino/a Critical Race Theory and the related Community Cultural Wealth (CCW) model, I concentrate on three forms of CCW---aspirational, navigational, and resistance capital---for this qualitative study on the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors, focusing on strategies and achieving baccalaureate attainment. I interviewed ten Latina students and asked them questions regarding their educational experiences in STEM majors, what contributed to their degree completion, and the strategies they employed for achieving baccalaureate attainment. I identified and described six themes within the study (the underrepresentation of Latinas in STEM majors, the lack of preparation by academic programs for upper division courses, motivators, involvement, time management, and support networks) that, when combined, contributed to participants' degree attainment. This study concludes with implications for policy and practice that would allow universities to better assist Latinas in STEM majors to achieve baccalaureate attainment.

  17. The Role of Subject-Matter Content in Teacher Preparation: An International Perspective for Mathematics

    ERIC Educational Resources Information Center

    Schmidt, William H.; Burroughs, Nathan A.; Cogan, Leland S.; Houang, Richard T.

    2017-01-01

    International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other's approaches. The recently conducted Teacher Education and Development Study--Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of…

  18. Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of A Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion

    ERIC Educational Resources Information Center

    Allen, Charles

    2017-01-01

    Informed by Gagne's belief in the necessity of prerequisite knowledge for new learning, and Bruner's Spiral Curriculum Theory, the objective of this case study was to explore the postsecondary pathway from remedial mathematics, through one gateway mathematics course, and into the quantitative literacy requirements of various non-STEM programs of…

  19. National Survey of STEM High Schools' Curricular and Instructional Strategies and Practices

    ERIC Educational Resources Information Center

    Forman, Jennifer; Gubbins, Elizabeth Jean; Villanueva, Merzili; Massicotte, Cindy; Callahan, Carolyn; Tofel-Grehl, Colby

    2015-01-01

    A limited number of highly selective high schools specializing in science, technology, engineering and mathematics (STEM) education have existed for many decades, encouraging youth with identified STEM talent to pursue careers as STEM leaders and innovators. As members of the National Consortium for Specialized Secondary Schools of Mathematics,…

  20. Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

    PubMed Central

    Degol, Jessica L.

    2016-01-01

    Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions. PMID:28458499

  1. Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

    PubMed

    Wang, Ming-Te; Degol, Jessica L

    2017-03-01

    Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

  2. Interactive physics apparatus: influence on interest of secondary school students in pursuing a career path in science, technology, engineering and mathematics (STEM)

    NASA Astrophysics Data System (ADS)

    Lubrica, Joel V.; Abiasen, Jovalson T.; Dolipas, Bretel B.; Ramos, Jennifer Lyn S.

    2017-01-01

    In this article, we present results of our endeavours as physics educators to facilitate and support pedagogical change and development in the educational system of a developing country, the Philippines. We have discovered that the interaction of junior high school (years 7-10) students with physics apparatus can influence students’ interest in pursuing a career in science, technology, engineering and mathematics (STEM). This assertion stems from self-reports of students who gave their views immediately after their exposure to interactive apparatus in their own school, outside of their usual lessons. Participants claimed that their interest in following a STEM career path was ‘greatly increased’ due to their exposure to these apparatus. This was true even for students who were intending to take a non-STEM career path. Thus, we recommend that, in settings that have constraints involving access to practical equipment, ways to introduce school level interactive physics apparatus to secondary school students be conducted in order to attract more students towards STEM courses. Possibly, policies encouraging this type of exposure should also be formulated.

  3. The challenges facing initial teacher education: Irish prospective elementary teachers' mathematics subject matter knowledge

    NASA Astrophysics Data System (ADS)

    Hourigan, Mairéad; O'Donoghue, John

    2013-01-01

    Given the acknowledged relationship between teachers' knowledge, their teaching and pupil learning, teachers' mathematics subject matter knowledge (MSMK) has received increased attention internationally. As children's early mathematics experiences have been recognized as a critical stage, elementary teachers' MSMK has become a focal point among researchers and policy makers alike. International research findings have uncovered that in many cases, there is a mismatch between what is perceived to be an appropriate MSMK for teaching elementary mathematics and that demonstrated by many qualified and prospective elementary teachers. Following repeated incidences of weak MSMK during interactions with prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme for elementary teachers), this study sought to examine and address the issue purposefully through two cycles of action research. This article focuses on the data collected prospective teachers' MSMK in the initial stage (reconnaissance) of these cycles, i.e. pre-test findings. While considerable differences were evident among the pre-test population, the findings suggest that prior to the intervention stage many participating prospective teachers; regardless of previous mathematics achievements or the level of mathematics study; demonstrate weaknesses and gaps in their 'common' MSMK. Particular difficulties were evident in relation to pre-test items requiring knowledge of rational numbers, conceptual understanding or problem solving. These findings highlight the inadequacy of previous mathematics achievements and indeed minimum entry requirements as predictors of MSMK for teaching. As well as its contribution at a local and national level, the findings provide an Irish perspective on this international issue.

  4. STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001

    ERIC Educational Resources Information Center

    Chen, Xianglei

    2013-01-01

    Producing sufficient numbers of graduates who are prepared for science, technology, engineering, and mathematics (STEM) occupations has become a national priority in the United States. To attain this goal, some policymakers have targeted reducing STEM attrition in college, arguing that retaining more students in STEM fields in college is a…

  5. Mathematics Underground

    ERIC Educational Resources Information Center

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  6. Aberrant brain stem morphometry associated with sleep disturbance in drug-naïve subjects with Alzheimer's disease.

    PubMed

    Lee, Ji Han; Jung, Won Sang; Choi, Woo Hee; Lim, Hyun Kook

    2016-01-01

    Among patients with Alzheimer's disease (AD), sleep disturbances are common and serious noncognitive symptoms. Previous studies of AD patients have identified deformations in the brain stem, which may play an important role in the regulation of sleep. The aim of this study was to further investigate the relationship between sleep disturbances and alterations in brain stem morphology in AD. In 44 patients with AD and 40 healthy elderly controls, sleep disturbances were measured using the Neuropsychiatry Inventory sleep subscale. We employed magnetic resonance imaging-based automated segmentation tools to examine the relationship between sleep disturbances and changes in brain stem morphology. Analyses of the data from AD subjects revealed significant correlations between the Neuropsychiatry Inventory sleep-subscale scores and structural alterations in the left posterior lateral region of the brain stem, as well as normalized brain stem volumes. In addition, significant group differences in posterior brain stem morphology were observed between the AD group and the control group. This study is the first to analyze an association between sleep disturbances and brain stem morphology in AD. In line with previous findings, this study lends support to the possibility that brain stem structural abnormalities might be important neurobiological mechanisms underlying sleep disturbances associated with AD. Further longitudinal research is needed to confirm these findings.

  7. Community Partnerships for Fostering Student Interest and Engagement in STEM

    ERIC Educational Resources Information Center

    Watters, James J.; Diezmann, Carmel M.

    2013-01-01

    The foundations of Science, Technology, Engineering and Mathematics (STEM) education begins in the early years of schooling when students encounter formal learning experiences primarily in mathematics and science. Politicians, economists and industrialists recognise the importance of STEM in society, and therefore a number of strategies have been…

  8. Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education Investments: Progress Report. A Report from the Federal Coordination in STEM Education Task Force Committee on STEM Education National Science and Technology Council: In Response to the Requirements of the America COMPETES Reauthorization Act of 2010

    ERIC Educational Resources Information Center

    Executive Office of the President, 2012

    2012-01-01

    The America COMPETES Reauthorization Act of 2013 directs the Office of Science and Technology Policy (OSTP) to create an interagency committee under the National Science and Technology Council (NSTC) to develop a 5-year Federal science, technology, engineering, and mathematics (STEM) education strategic plan that includes: (1) annual and long-term…

  9. A preliminary study investigating the factors influencing STEM major selection by African American females

    NASA Astrophysics Data System (ADS)

    Ray, Tiffany Monique

    of compensation in fields, religious leaders, precollege coursework in mathematics, confidence in mathematics ability, confidence in ability to be successful in mathematics in college, confidence in science ability, and confidence in ability to be successful in science in college. Non-African American females were more influenced than African American females by the precollege coursework in technology and the precollege STEM experience factors. Four themes emerged regarding the items that most influenced success in STEM for African American females: high level of compensation in the field, parents/legal guardians and family members, specific interest in the subject, and confidence in science and math ability. One theme emerged regarding the items that least influenced success in STEM majors for African American females: personal interactions with individuals excluding family members.

  10. Inclusive STEM High School Design: 10 Critical Components

    ERIC Educational Resources Information Center

    Peters-Burton, Erin E.; Lynch, Sharon J.; Behrend, Tara S.; Means, Barbara B.

    2014-01-01

    Historically, the mission of science, technology, engineering, and mathematics (STEM) schools emphasized providing gifted and talented students with advanced STEM coursework. However, a newer type of STEM school is emerging in the United States: inclusive STEM high schools (ISHSs). ISHSs have open enrollment and are focused on preparing…

  11. The M in Stem via the M in Epidemiology

    ERIC Educational Resources Information Center

    Griffiths, Martin

    2011-01-01

    It is the case that some activities claiming to reside under the STEM umbrella do not, in fact, give participants the opportunity to engage in anything other than routine mathematics. With this in mind, we explore here the potential for developing and then delivering STEM activities based on the discipline of mathematical epidemiology. We argue…

  12. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    U.S. Congresswoman Eddie Bernice Johnson (D-TX) addresses the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  13. Transitioning to Secondary School: The Case of Mathematics

    ERIC Educational Resources Information Center

    Carmichael, Colin

    2015-01-01

    At a time when Australia's international competitiveness is compromised by a shortage of skilled workers in Science, Technology, Engineering and Mathematics (STEM) related careers, reports suggest a decline in Australian secondary school students' performances in international tests of mathematics. This study focuses on the mathematics performance…

  14. Subject-Matter Experts in Urban Schools: Journeys of Enacted Identities in Science and Mathematics Classrooms

    ERIC Educational Resources Information Center

    Ye, Li; Varelas, Maria; Guajardo, Raphael

    2011-01-01

    This study explored how two mathematics/science subject-matter experts (Fellows) conceptualized urban classrooms and the students they worked with for a year, how they negotiated academic achievement with cultural and sociopolitical competence, and how their identities as educators were co-constructed and enacted. Using grounded theory, Fellows'…

  15. From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest.

    PubMed

    Tosto, Maria G; Asbury, Kathryn; Mazzocco, Michèle M M; Petrill, Stephen A; Kovas, Yulia

    2016-08-01

    Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed.

  16. Focusing on Challenging Content and Practical Applications in Science, Technology, Engineering and Mathematics (STEM) Studies in Middle Grades Schools, High Schools and Technology Centers.

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2012

    2012-01-01

    Schools that give students access to STEM (science, technology, engineering and mathematics) studies are accomplishing several objectives: introducing students to higher-level academic and career studies, expanding project-based learning in the curriculum, enticing students to remain in school until graduation, and preparing students for…

  17. Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Evidence of Impact from a Six-Day Pre-College Engagement STEM Academy Program

    ERIC Educational Resources Information Center

    Findley-Van Nostrand, Danielle; Pollenz, Richard S.

    2017-01-01

    The persistence of undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines is a national issue based on STEM workforce projections. We implemented a weeklong pre-college engagement STEM Academy (SA) program aimed at addressing several areas related to STEM retention. We validated an instrument that was…

  18. A Comparison of Student Spatial Abilities Across STEM Fields

    NASA Astrophysics Data System (ADS)

    Loftis, Thad; Cid, Xiimena; Lopez, Ramon

    2011-10-01

    It has been shown that STEM (Science, Technology, Engineering, and Mathematics) students have higher spatial abilities than students in the liberal arts or humanities. In order to track the change in spatial abilities within a group, studies in physics have examined topics in kinematics, chemistry has examined topics on molecular diagrams, mathematics has examined topics related to geometry, and engineering has developed courses specifically targeting students' spatial abilities. It is understood that students in STEM fields improve their spatial abilities while taking STEM courses, but very few studies have done comparisons amongst the different STEM fields. I will be presenting data comparing different STEM students' spatial ability, assessed using the Mental Rotation Test.

  19. The Science of Enhanced Student Engagement and Employability: Introducing the Psychology Stream of the Inaugural HEA STEM Conference

    ERIC Educational Resources Information Center

    Hulme, Julie; Taylor, Jacqui; Davies, Mark N. O.; Banister, Peter

    2012-01-01

    The Higher Education Academy (HEA) is committed to enhancing the quality of learning and teaching for all university students in the UK, and the inaugural conference for the Science, Technology, Engineering and Mathematics (STEM) subjects, held in April 2012 at Imperial College, London, aimed to showcase research and evidence-based educational…

  20. Connecting Mathematics Learning through Spatial Reasoning

    ERIC Educational Resources Information Center

    Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

    2018-01-01

    Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…

  1. Utility-Value Intervention with Parents Increases Students' STEM Preparation and Career Pursuit

    ERIC Educational Resources Information Center

    Rozek, Christopher S.; Svoboda, Ryan C.; Harackiewicz, Judith M.; Hulleman, Christopher S.; Hyde, Janet S.

    2017-01-01

    During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as…

  2. Mathematization in introductory physics

    NASA Astrophysics Data System (ADS)

    Brahmia, Suzanne M.

    Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

  3. Advancing STEM Education: A 2020 Vision

    ERIC Educational Resources Information Center

    Bybee, Rodger W.

    2010-01-01

    STEM (an acronym for science, technology, engineering and mathematics) had its origins in the 1990s at the National Science Foundation (NSF) and has been used as a generic label for any event, policy, program, or practice that involves one or several of the STEM disciplines. However, a recent survey on the "perception of STEM" found that most…

  4. Developing Effective STEM Professional Development Programs

    ERIC Educational Resources Information Center

    Avery, Zanj K.; Reeve, Edward M.

    2013-01-01

    To help the United States stay globally competitive in terms of innovation and invention, the teaching of science, technology, engineering, and mathematics (STEM) has become a priority in P-12 education today. As the need for students to become stronger in STEM grows, so does the need for well-qualified STEM teachers who understand what is needed…

  5. Coming out in STEM: Factors affecting retention of sexual minority STEM students

    PubMed Central

    Hughes, Bryce E.

    2018-01-01

    Using a national longitudinal survey data set from the Higher Education Research Institute, this study tested whether students who identified as a sexual minority (for example, lesbian, gay, bisexual, or queer) were more or less likely to persist after 4 years in science, technology, engineering, and mathematics (STEM) fields, as opposed to switching to a non-STEM program, compared to their heterosexual peers. A multilevel regression model controlling for various experiences and characteristics previously determined to predict retention in STEM demonstrated that, net of these variables, sexual minority students were 8% less likely to be retained in STEM compared to switching into a non-STEM program. Despite this finding, sexual minority STEM students were more likely to report participating in undergraduate research programs, and the gender disparity in STEM retention appears to be reversed for sexual minority STEM students. PMID:29546240

  6. Financial Literacy: Mathematics and Money Improving Student Engagement

    ERIC Educational Resources Information Center

    Attard, Catherine

    2018-01-01

    The low levels of student engagement with mathematics has been of significant concern in Australia for some time (Attard, 2013). This is a particularly important issue in mathematics education given the current attention to science, technology, engineering and mathematics (STEM) education to ensure "the continued prosperity of Australia on…

  7. A State Policymaker's STEM Playbook. Promising Practices

    ERIC Educational Resources Information Center

    Zinth, Jennifer; Goetz, Tami

    2016-01-01

    Science, technology, engineering and mathematics (STEM) has captured the attention of state policymakers who are concerned about equitable access to high-quality educational experiences and preparing and inspiring students to pursue STEM careers. Yet in many states, STEM policymaking efforts have not achieved their intended return on investment…

  8. Mathematics Self-Efficacy and Flow in Developmental Mathematics Students

    ERIC Educational Resources Information Center

    Golnabi, Laura

    2017-01-01

    This study examined mathematics self-efficacy and the characteristics of flow in the context of performing mathematical tasks. In particular, it explored the subjective experiences of 113 undergraduate students enrolled in a developmental mathematics course while they were independently solving certain mathematical problems. This study…

  9. Inspiring Girls in STEM Subjects

    ERIC Educational Resources Information Center

    Elson, Jane

    2016-01-01

    In her science teaching, Jane Elson had always treated the boys and girls the same but, having become conscious of how important it is for girls to see and experience female role models in science, she decided that for one specific event she would give the girls the opportunity to see the range of careers that studying STEM (science technology,…

  10. Ethnic variation in gender-STEM stereotypes and STEM participation: an intersectional approach.

    PubMed

    O'Brien, Laurie T; Blodorn, Alison; Adams, Glenn; Garcia, Donna M; Hammer, Elliott

    2015-04-01

    Stereotypes associating men and masculine traits with science, technology, engineering, and mathematics (STEM) fields are ubiquitous, but the relative strength of these stereotypes varies considerably across cultures. The present research applies an intersectional approach to understanding ethnic variation in gender-STEM stereotypes and STEM participation within an American university context. African American college women participated in STEM majors at higher rates than European American college women (Study 1, Study 2, and Study 4). Furthermore, African American women had weaker implicit gender-STEM stereotypes than European American women (Studies 2-4), and ethnic differences in implicit gender-STEM stereotypes partially mediated ethnic differences in STEM participation (Study 2 and Study 4). Although African American men had weaker implicit gender-STEM stereotypes than European American men (Study 4), ethnic differences between men in STEM participation were generally small (Study 1) or nonsignificant (Study 4). We discuss the implications of an intersectional approach for understanding the relationship between gender and STEM participation. (c) 2015 APA, all rights reserved).

  11. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Woodrow Whitlow, NASA Associate Administrator, Mission Support Directorate, gives opening remarks at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  12. An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

    ERIC Educational Resources Information Center

    Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian

    2018-01-01

    In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…

  13. Increasing the Number of STEM Graduates: Insights from the U.S. STEM Education & Modeling Project

    ERIC Educational Resources Information Center

    Business-Higher Education Forum (NJ1), 2010

    2010-01-01

    The Business-Higher Education Forum's (BHEF's) Securing America's Leadership in STEM Initiative has broken new ground in addressing one of the nation's most critical challenges--increasing the number of students who are interested in and pursue careers in science, technology, engineering or mathematics, the so-called "STEM" fields. The…

  14. Pathways in STEM: Factors Affecting the Retention and Attrition of Talented Men and Women from the STEM Pipeline

    ERIC Educational Resources Information Center

    Heilbronner, Nancy N.

    2009-01-01

    Many men and women who are talented in science, technology, engineering, and/or mathematics (STEM) choose not to pursue undergraduate majors or careers in these fields. To develop talents in STEM, educators must understand the factors that contribute to an individual's retention in STEM domains, as well as the factors that act as barriers to…

  15. Employment of an Informal Educational Mathematical Facility to Lower Math Anxiety and Improve Teacher and Student Attitudes Towards Understanding Mathematics

    ERIC Educational Resources Information Center

    Adams, Vicki

    2012-01-01

    Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive experiences with mathematics. Research has concluded that attitudes in math directly influence success in mathematics. As many as 75% of high school graduates in the United States suffer from mild to…

  16. Brain stem activity changes associated with restored sympathetic drive following CPAP treatment in OSA subjects: a longitudinal investigation

    PubMed Central

    Lundblad, Linda C.; Fatouleh, Rania H.; McKenzie, David K.; Macefield, Vaughan G.

    2015-01-01

    Obstructive sleep apnea (OSA) is associated with significantly elevated muscle sympathetic nerve activity (MSNA), leading to hypertension and increased cardiovascular morbidity. Although little is known about the mechanisms responsible for the sympathoexcitation, we have recently shown that the elevated MSNA in OSA is associated with altered neural processing in various brain stem sites, including the dorsolateral pons, rostral ventrolateral medulla, medullary raphe, and midbrain. Given the risk associated with elevated MSNA, we aimed to determine if treatment of OSA with continuous positive airway pressure (CPAP) would reduce the elevated MSNA and reverse the brain stem functional changes associated with the elevated MSNA. We performed concurrent recordings of MSNA and blood oxygen level-dependent (BOLD) signal intensity of the brain stem, using high-resolution functional magnetic resonance imaging, in 15 controls and 13 subjects with OSA, before and after 6 mo CPAP treatment. As expected, 6 mo of CPAP treatment significantly reduced MSNA in subjects with OSA, from 54 ± 4 to 23 ± 3 bursts/min and from 77 ± 7 to 36 ± 3 bursts/100 heart beats. Importantly, we found that MSNA-coupled changes in BOLD signal intensity within the dorsolateral pons, medullary raphe, and rostral ventrolateral medulla returned to control levels. That is, CPAP treatment completely reversed brain stem functional changes associated with elevated MSNA in untreated OSA subjects. These data highlight the effectiveness of CPAP treatment in reducing one of the most significant health issues associated with OSA, that is, elevated MSNA and its associated elevated morbidity. PMID:25995345

  17. Brain stem activity changes associated with restored sympathetic drive following CPAP treatment in OSA subjects: a longitudinal investigation.

    PubMed

    Lundblad, Linda C; Fatouleh, Rania H; McKenzie, David K; Macefield, Vaughan G; Henderson, Luke A

    2015-08-01

    Obstructive sleep apnea (OSA) is associated with significantly elevated muscle sympathetic nerve activity (MSNA), leading to hypertension and increased cardiovascular morbidity. Although little is known about the mechanisms responsible for the sympathoexcitation, we have recently shown that the elevated MSNA in OSA is associated with altered neural processing in various brain stem sites, including the dorsolateral pons, rostral ventrolateral medulla, medullary raphe, and midbrain. Given the risk associated with elevated MSNA, we aimed to determine if treatment of OSA with continuous positive airway pressure (CPAP) would reduce the elevated MSNA and reverse the brain stem functional changes associated with the elevated MSNA. We performed concurrent recordings of MSNA and blood oxygen level-dependent (BOLD) signal intensity of the brain stem, using high-resolution functional magnetic resonance imaging, in 15 controls and 13 subjects with OSA, before and after 6 mo CPAP treatment. As expected, 6 mo of CPAP treatment significantly reduced MSNA in subjects with OSA, from 54 ± 4 to 23 ± 3 bursts/min and from 77 ± 7 to 36 ± 3 bursts/100 heart beats. Importantly, we found that MSNA-coupled changes in BOLD signal intensity within the dorsolateral pons, medullary raphe, and rostral ventrolateral medulla returned to control levels. That is, CPAP treatment completely reversed brain stem functional changes associated with elevated MSNA in untreated OSA subjects. These data highlight the effectiveness of CPAP treatment in reducing one of the most significant health issues associated with OSA, that is, elevated MSNA and its associated elevated morbidity. Copyright © 2015 the American Physiological Society.

  18. Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

    ERIC Educational Resources Information Center

    Crisan, Cosette; Rodd, Melissa

    2017-01-01

    A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

  19. Contrasting views on STEM employment

    NASA Astrophysics Data System (ADS)

    Jones, Matthew; Huber, Michael

    2015-07-01

    In reply to “Unemployed and STEM” (Careers, May pp46-47), in which Penny Jackson described how her efforts to find a job in science, technology, engineering or mathematics (STEM) met with little success at first, even though she has a BSc in physics and a Master's in accelerator science. And in reply to “STEM paradox revisited” (Editorial, June p15), on why employers are expressing concerns about STEM shortages at a time when many recent STEM graduates are struggling to find jobs.

  20. Engaging Students in STEM Education

    ERIC Educational Resources Information Center

    Kennedy, T. J.; Odell, M. R. L.

    2014-01-01

    With the "flattening" of the global economy in the 21st century, the teaching of Science, Technology, Engineering, and Mathematics (STEM) has taken on new importance as economic competition has become truly global. STEM education has evolved into a meta-discipline, an integrated effort that removes the traditional barriers between these…

  1. Discrete Mathematics and the Secondary Mathematics Curriculum.

    ERIC Educational Resources Information Center

    Dossey, John

    Discrete mathematics, the mathematics of decision making for finite settings, is a topic of great interest in mathematics education at all levels. Attention is being focused on resolving the diversity of opinion concerning the exact nature of the subject, what content the curriculum should contain, who should study that material, and how that…

  2. Outcomes for engineering students delivering a STEM education and outreach programme

    NASA Astrophysics Data System (ADS)

    Fitzallen, Noleine; Brown, Natalie Ruth

    2017-11-01

    University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants' motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future.

  3. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Carl Wieman, Associate Director, Office of Science and Technology Policy, The White House, speaks at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  4. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    Leland Melvin, Associate Administrator, Office of Education and former astronaut, gives opening remarks at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  5. The Top STEM Degree Producers

    ERIC Educational Resources Information Center

    Diverse: Issues in Higher Education, 2012

    2012-01-01

    This article presents a list of the top Science, Technology, Engineering, and Mathematics (STEM) degree producers in the U.S. This list is broken down into seven categories: (1) Total Minority Research/Scholarship and Other Doctoral: Mathematics and Statistics; (2) Total Minority Bachelors: Biological and Biomedical Sciences; (3) Total Minority…

  6. Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

    ERIC Educational Resources Information Center

    Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

    2017-01-01

    Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

  7. A Study on the Use of a Metadata Schema for Characterizing School Education STEM Lessons Plans by STEM Teachers

    ERIC Educational Resources Information Center

    Zervas, Panagiotis; Tsourlidaki, Eleftheria; Cao, Yiwei; Sotiriou, Sofoklis; Sampson, Demetrios G.; Faltin, Nils

    2016-01-01

    Online labs (OLs) constitute digital educational tools which can have a significant role in supporting science, technology, engineering and mathematics (STEM) teachers in their daily teaching practice. Designing STEM lessons supported by specific OLs is a challenging task and thus, it is useful for STEM teachers to be able to share their lesson…

  8. Professionalizing the Role of Peer Leaders in STEM

    ERIC Educational Resources Information Center

    Bowling, Bethany; Doyle, Maureen; Taylor, Jennifer; Antes, Alison

    2015-01-01

    Efforts to improve retention in science, technology, engineering, and mathematics (STEM) majors frequently utilize peer mentors and/or leaders. At Northern Kentucky University, the STEM Ambassador (SA) program involves students in the creation of a STEM community through multifaceted roles as mentors, peer-learning facilitators, and social…

  9. Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

    NASA Astrophysics Data System (ADS)

    Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

    2018-01-01

    This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

  10. The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)

    ERIC Educational Resources Information Center

    Ouazizi, Khalid

    2016-01-01

    This paper investigates the effects of Content and Language Integrated Learning, CLIL for short, on both the attainment of the subject matter, mathematics in our case, hence the content aspect of CLIL. The second axes of research focuses on the effect of CLIL on the learners' proficiency vis-à-vis the language of instruction, epitomized here by…

  11. STEM education and Fermi problems

    NASA Astrophysics Data System (ADS)

    Holubova, Renata

    2017-01-01

    One of the research areas of Physics education is the study of the educational process. Investigations in this area are aimed for example on the teaching and learning process and its results. The conception of STEM education (Science, Technology, Engineering, and Mathematics) is discussed - it is one possible approach to the preparation of the curriculum and the focus on the educational process at basic and secondary schools. At schools in the Czech Republic STEM is much more realized by the application of interdisciplinary relations between subjects Physics-Nature-Technique. In both conceptions the aim is to support pupils' creativity, critical thinking, cross-curricular links. In this context the possibility of using Fermi problems in teaching Physics was discussed (as an interdisciplinary and constructivist activity). The aim of our research was the analysis of Fermi problems solving strategies, the ability of pupils to solve Fermi problems. The outcome of our analysis was to find out methods and teaching strategies which are important to use in teaching - how to solve qualitative and interdisciplinary tasks in physics. In this paper the theoretical basis of STEM education and Fermi problems will be presented. The outcome of our findings based on the research activities will be discussed so as our experiences from 10 years of Fermi problems competition that takes place at the Science Faculty, Palacky University in Olomouc. Changes in competencies of solving tasks by our students (from the point of view in terms of modern, activating teaching methods recommended by theory of Physics education and other science subjects) will be identified.

  12. Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development

    ERIC Educational Resources Information Center

    Havice, William; Havice, Pamela; Waugaman, Chelsea; Walker, Kristin

    2018-01-01

    The integration of science, technology, engineering, and mathematics (STEM) education, also referred to as integrative STEM education, is a relatively new interdisciplinary teaching technique that incorporates an engineering design-based learning approach with mathematics, science, technology, and engineering education (Sanders, 2010, 2012, 2013;…

  13. Helping Students Succeed within Secondary-Level STEM Content: Using the "T" in STEM to Improve Literacy Skills

    ERIC Educational Resources Information Center

    Kennedy, Michael J.; Wexler, Jade

    2013-01-01

    Literacy and other content-specific demands presented within science, technology, engineering, and mathematics (STEM) coursework can overwhelm all students and especially students with learning challenges. Although STEM content is often complex in itself (e.g., numerous multisyllabic words, lengthy expository texts, abstract concepts), some…

  14. Stepping onto the STEM Pathway: Factors Affecting Talented Students' Declaration of STEM Majors in College

    ERIC Educational Resources Information Center

    Heilbronner, Nancy N.

    2011-01-01

    Despite a growing national need to develop capabilities in science, technology, engineering, and mathematics (STEM), many men and women who are considered talented in these areas during high school choose not to pursue STEM undergraduate majors. A purpose of the current study was to better understand factors that contribute to an individual's…

  15. Graduating STEM Competent and Confident Teachers: The Creation of a STEM Certificate for Elementary Education Majors

    ERIC Educational Resources Information Center

    Murphy, Tony P.; Mancini-Samuelson, Gina J.

    2012-01-01

    A collaborative of STEM (science, technology, engineering, and mathematics) and education faculty developed a STEM certificate aimed at elementary education majors. A four-phase process model was used to create and evaluate courses. The certificate is comprised of three interdisciplinary, team-taught, lab-based courses: Environmental Biology,…

  16. From Fearing STEM to Playing with It: The Natural Integration of STEM into the Preschool Classroom

    ERIC Educational Resources Information Center

    Torres-Crespo, Marisel N.; Kraatz, Emily; Pallansch, Lindsey

    2014-01-01

    The article describes the process of developing and implementing a STEM Summer Camp that allowed Preschoolers to experiment and investigate with materials while learning basic concepts of science, technology, engineering, and mathematics (STEM) through play as part of the educational process. The participants were presented with problems that they…

  17. iSTEM: Promoting Fifth Graders' Mathematical Modeling

    ERIC Educational Resources Information Center

    Yanik, H. Bahadir; Karabas, Celil

    2014-01-01

    Modeling requires that people develop representations or procedures to address particular problem situations (Lesh et al. 2000). Mathematical modeling is used to describe essential characteristics of a phenomenon or a situation that one intends to study in the real world through building mathematical objects. This article describes how fifth-grade…

  18. Students' and Teachers' Conceptual Metaphors for Mathematical Problem Solving

    ERIC Educational Resources Information Center

    Yee, Sean P.

    2017-01-01

    Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…

  19. The Perceptions of Elementary STEM Schools in Missouri

    ERIC Educational Resources Information Center

    Alumbaugh, Kelli Michelle

    2015-01-01

    Science, technology, engineering, and mathematics education, or STEM, is an area that is currently growing in popularity with educators (Becker & Park, 2011). A qualitative study consisting of interviews was conducted and data were gathered from three leaders in professional STEM organizations, four principals from elementary STEM schools, and…

  20. The written mathematical communication profile of prospective math teacher in mathematical proving

    NASA Astrophysics Data System (ADS)

    Pantaleon, K. V.; Juniati, D.; Lukito, A.; Mandur, K.

    2018-01-01

    Written mathematical communication is the process of expressing mathematical ideas and understanding in writing. It is one of the important aspects that must be mastered by the prospective math teacher as tool of knowledge transfer. This research was a qualitative research that aimed to describe the mathematical communication profile of the prospective mathematics teacher in mathematical proving. This research involved 48 students of Mathematics Education Study Program; one of them with moderate math skills was chosen as the main subject. Data were collected through tests, assignments, and task-based interviews. The results of this study point out that in the proof of geometry, the subject explains what is understood, presents the idea in the form of drawing and symbols, and explains the content/meaning of a representation accurately and clearly, but the subject can not convey the argument systematically and logically. Whereas in the proof of algebra, the subject describes what is understood, explains the method used, and describes the content/meaning of a symbolic representation accurately, systematically, logically, but the argument presented is not clear because it is insufficient detailed and complete.

  1. Using Mathematics in Science: Working with Your Mathematics Department

    ERIC Educational Resources Information Center

    Lyon, Steve

    2014-01-01

    Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…

  2. STEM Leadership Qualification: Tomorrow's Leaders Today

    ERIC Educational Resources Information Center

    Williams, Chris

    2009-01-01

    This article features the Science, Technology, Engineering and Mathematics (STEM) Leadership Qualification programme, developed by the Centre for Science Education (CSE) at Sheffield Hallam University in collaboration with Edexcel, which sets out to develop leadership skills and capabilities through contexts in STEM. With six units to complete…

  3. Technology, Theory, and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non­-STEM Approaches

    ERIC Educational Resources Information Center

    Lansiquot, Reneta D., Ed.

    2016-01-01

    This book highlights models for promoting interdisciplinary thinking and an appreciation for interdisciplinary understanding among students in STEM-related fields. Students majoring in science, technology, engineering, and mathematics often perceive that courses in their major are not related to the general education liberal arts courses required…

  4. Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

    ERIC Educational Resources Information Center

    Mohr-Schroeder, Margaret J.; Jackson, Christa; Miller, Maranda; Walcott, Bruce; Little, David L.; Speler, Lydia; Schooler, William; Schroeder, D. Craig

    2014-01-01

    It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year,…

  5. The Relationships among High School STEM Learning Experiences and Students' Intent to Declare and Declaration of a STEM Major in College

    ERIC Educational Resources Information Center

    Bottia, Martha Cecilia; Stearns, Elizabeth; Mickelson, Roslyn Arlin; Moller, Stephanie; Parker, Ashley Dawn

    2015-01-01

    Background/Context: Schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce. This is because K-12 schools can inspire and reinforce students' interest in STEM, in addition to academically preparing them to pursue a STEM career. Previous literature emphasizes the importance of…

  6. STEM Vocational Socialization and Career Development in Middle Schools

    ERIC Educational Resources Information Center

    Kendall, Katherine A.

    2017-01-01

    Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students' science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and…

  7. Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

    ERIC Educational Resources Information Center

    Ashley, Michael; Cooper, Katelyn M.; Cala, Jacqueline M.; Brownell, Sara E.

    2017-01-01

    Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to…

  8. Boosting the Numbers of STEM Majors? the Role of High Schools with a STEM Program

    ERIC Educational Resources Information Center

    Bottia, Martha Cecilia; Stearns, Elizabeth; Mickelson, Roslyn Arlin; Moller, Stephanie

    2018-01-01

    This article investigates whether attending a high school that offers a specialized science, technology, engineering, and/or mathematics program (high school with a STEM program) boosts the number of students majoring in STEM when they are in college. We use a longitudinal sample of students in North Carolina, whom we follow from middle school…

  9. A Conceptual Metaphor Framework for the Teaching of Mathematics

    ERIC Educational Resources Information Center

    Danesi, Marcel

    2007-01-01

    Word problems in mathematics seem to constantly pose learning difficulties for all kinds of students. Recent work in math education (for example, [Lakoff, G. & Nunez, R. E. (2000). "Where mathematics comes from: How the embodied mind brings mathematics into being." New York: Basic Books]) suggests that the difficulties stem from an…

  10. Troubling STEM: Making a Case for an Ethics/STEM Partnership

    NASA Astrophysics Data System (ADS)

    Steele, Astrid

    2016-06-01

    Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas' threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom.

  11. Math Is All around Us: Exploring the Teaching, Learning, and Professional Development of Three Urban Mathematics Teachers

    ERIC Educational Resources Information Center

    Cosby, Missy; Horton, Akesha; Berzina-Pitcher, Inese

    2017-01-01

    The MSUrbanSTEM fellowship program aims to support science, technology, engineering, and mathematics (STEM) educators teaching in an urban context. In this chapter, we used a multiple case studies methodology to examine the qualitatively different ways three urban mathematics educators implemented a yearlong project in their mathematics classrooms…

  12. Secrets of the STEM X Academy

    ERIC Educational Resources Information Center

    Teaching Science, 2016

    2016-01-01

    Science teachers, whether in primary or secondary schools, are in the front line for creating a more scientifically literate community. This article describes the STEM X Academy, a program created with the following goals: (1) demystify Science, Technology, Engineering, and Mathematics (STEM); (2) help teachers transform their teaching with…

  13. Psychosocial Factors Impacting STEM Career Selection

    ERIC Educational Resources Information Center

    Lamb, Richard; Annetta, Leonard; Vallett, David; Firestone, Jonah; Schmitter-Edgecombe, Maureen; Walker, Heather; Deviller, Nicole; Hoston, Douglas

    2018-01-01

    Attention on P-20 science, technology, engineering, and mathematics (STEM) education has increased tremendously in recent years. Many efforts are underway to promote STEM major and career selection across the nation; specifically, in engineering and computer science. The authors' purpose was to examine an underlying profile combinations of latent…

  14. Symposium Promotes Technological Literacy through STEM

    ERIC Educational Resources Information Center

    Havice, Bill; Marshall, Jerry

    2009-01-01

    This article describes a symposium which promotes technological literacy through science, technology, engineering, and mathematics (STEM). The three-day symposium titled, "The Anderson, Oconee, Pickens Symposium on Teaching and Learning STEM Standards for the 21st Century," was held August 4-6, 2008 at the Tri-County Technical College…

  15. STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

    NASA Astrophysics Data System (ADS)

    Ashford, Shetay N.; Lanehart, Rheta E.; Kersaint, Gladis K.; Lee, Reginald S.; Kromrey, Jeffrey D.

    2016-12-01

    From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school coursework to accomplish their postsecondary education and career goals. During the same period Florida required completion of the ePEP, Florida's Career and Professional Education Act stimulated a rapid increase in the number of statewide high school career academies. Students with interests in STEM careers created STEM-focused ePEPs and may have enrolled in STEM career academies, which offered a unique opportunity to improve their preparedness for the STEM workforce through the integration of rigorous academic and career and technical education courses. This study examined persistence of STEM-interested (i.e., those with expressed interest in STEM careers) and STEM-capable (i.e., those who completed at least Algebra 1 in eighth grade) students ( n = 11,248), including those enrolled in STEM career academies, in rigorous mathematics and science course taking in Florida public high schools in comparison with the national cohort of STEM-interested students to measure the influence of K-12 STEM education efforts in Florida. With the exception of multi-race students, we found that Florida's STEM-capable students had lower persistence in rigorous mathematics and science course taking than students in the national cohort from ninth to eleventh grade. We also found that participation in STEM career academies did not support persistence in rigorous mathematics and science courses, a prerequisite for success in postsecondary STEM education and careers.

  16. Mathematics and the Flight from the Feminine: The Discursive Construction of Gendered Subjectivity in Mathematics Textbooks

    ERIC Educational Resources Information Center

    Hottinger, Sara

    2010-01-01

    There is a widespread awareness in the American culture that women do not pursue careers in mathematics-related fields in equal numbers to men. Efforts to address this disparity by reforming mathematics education have met with some success; recent research shows that girls' achievements in mathematics stay on par with those of boys through…

  17. Expanding STEM Education | Poster

    Cancer.gov

    Editor’s note: This article is written as a reflection on experiential STEM education by a student who completed her Werner H. Kirsten internship in June 2015. Here, she advocates for incorporating hands-on experience into STEM curricula. If the only way for high school students to learn science, technology, engineering, and mathematics (STEM) is through textbooks, then count me out. But how then do you get students to learn STEM outside of the classroom? The focus of this article is to advocate for high school STEM education through experiential learning. Tom Freston, one of the founders and the chief executive officer (CEO) of MTV Productions, said in an interview in Men’s Journal that “innovation is taking two things that already exist and...

  18. Early Experiences and Integration in the Persistence of First-Generation College Students in STEM and Non-STEM Majors

    ERIC Educational Resources Information Center

    Dika, Sandra L.; D'Amico, Mark M.

    2016-01-01

    Representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States. Although there have been some strides toward more diverse representation, significant problems of underrepresentation remain in particular STEM fields: physical sciences, engineering, math, and computer…

  19. Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

    PubMed

    Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

    2017-08-01

    Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

  20. AP® STEM Participation and Postsecondary STEM Outcomes: Focus on Underrepresented Minority, First-Generation, and Female Students

    ERIC Educational Resources Information Center

    Smith, Kara; Jagesic, Sanja; Wyatt, Jeff; Ewing, Maureen

    2018-01-01

    Projections by the President's Council of Advisors on Science and Technology (2012) point to a need for approximately one million more Science Technology Engineering and Mathematics (STEM) professionals than the U.S. will be able to produce considering the current rate of STEM postsecondary degree completions (Executive Office of the President of…

  1. Does Applied STEM Course Taking Link to STEM Outcomes for High School Students with Learning Disabilities?

    ERIC Educational Resources Information Center

    Gottfried, Michael A.; Sublett, Cameron

    2018-01-01

    Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has…

  2. Student’s STEM Literacy in Biotechnology Learning at Junior High School

    NASA Astrophysics Data System (ADS)

    Nurlaely, N.; Permanasari, A.; Riandi, R.

    2017-09-01

    A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

  3. EPA at the National Science Teachers Association STEM Forum

    EPA Pesticide Factsheets

    EPA staff will be sharing educational resources, materials, information and STEM (Science, Technology, Engineering, and Mathematics) hands-on activities at the National Science Teachers Association's STEM Forum in Philadelphia, PA

  4. Research and Teaching: Project-Based Instruction with Future STEM Educators--An Interdisciplinary Approach

    ERIC Educational Resources Information Center

    Wilhelm, Jennifer

    2014-01-01

    This study documented the means by which STEM (science, technology, engineering, and mathematics) educators experienced the mathematics and science associated with understanding lunar phenomena. The article reports how well STEM education graduate students interacted with projectbased materials as they engaged in interdisciplinary teaching and…

  5. STEM Education.

    PubMed

    Xie, Yu; Fang, Michael; Shauman, Kimberlee

    2015-08-01

    Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.'s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for group disparities within the U.S. and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches.

  6. STEM Education

    PubMed Central

    Xie, Yu; Fang, Michael; Shauman, Kimberlee

    2015-01-01

    Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the U.S.’s long-term economic growth and security. In this article, we review and discuss current research on STEM education in the U.S., drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (1) attainment of education in general, and (2) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social psychological characteristics matter for both major components, as do structural influences at the neighborhood, school, and broader cultural levels. However, while commonly used measures of socioeconomic status (SES) predict the attainment of general education, social psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with less economic resources. Explanations for group disparities within the U.S. and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches. PMID:26778893

  7. Female and Male Adolescents' Subjective Orientations to Mathematics and the Influence of Those Orientations on Postsecondary Majors

    ERIC Educational Resources Information Center

    Perez-Felkner, Lara; McDonald, Sarah-Kathryn; Schneider, Barbara; Grogan, Erin

    2012-01-01

    Although important strides toward gender parity have been made in several scientific fields, women remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMCs). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring…

  8. Korean Students' Attitudes toward STEM Project-Based Learning and Major Selection

    ERIC Educational Resources Information Center

    Han, Sunyoung

    2017-01-01

    The trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the…

  9. Using Technology to Support STEM Reading

    ERIC Educational Resources Information Center

    Schneps, Matthew H.; O'Keeffe, Jamie K.; Heffner-Wong, Amanda; Sonnert, Gerhard

    2010-01-01

    Tasks in science, technology, engineering, and mathematics (STEM) are unusually varied because they target phenomena occurring in diverse domains and call upon a wide range of abilities to perform them. The fact that STEM tasks cover such a broad spectrum of abilities makes these fields uncharacteristically inclusive: Individuals with disabilities…

  10. Considerations for Teaching Integrated STEM Education

    ERIC Educational Resources Information Center

    Stohlmann, Micah; Moore, Tamara J.; Roehrig, Gillian H.

    2012-01-01

    Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively…

  11. Undergraduate Research Experience for STEM Students: Efforts and Outcomes

    ERIC Educational Resources Information Center

    Zhang, Chuanlei; Swaid, Samar

    2017-01-01

    Undergraduate research for STEM students involves students who are attending college or universities pursuing a bachelor's degree, majoring in fields related to Science, Technology, Engineering and Mathematics (STEM). Research experience for STEM undergraduates has been viewed as a positive experience that has several benefits such as developing…

  12. Awhina Revolution: A Bayesian Analysis of Undergraduate and Postgraduate Completion Rates from a Program for Maori and Pacific Success in STEM Disciplines

    ERIC Educational Resources Information Center

    Richardson, Ken; Clark, Zaramasina; Gaines, Michael; Kingi, Hautahi; Miller, Sonja; Pearson, Willie, Jr.; Richardson, Liz

    2018-01-01

    Maori and Pacific students generally do not attain the same levels of tertiary success as New Zealanders of European descent, particularly in science, technology, engineering, and mathematics (STEM) subjects. Te Ropu Awhina (Awhina), an equity initiative at Victoria University of Wellington in New Zealand between 1999 and 2015, aimed to produce…

  13. Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course

    ERIC Educational Resources Information Center

    Cetin, Ali; Balta, Nuri

    2017-01-01

    This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to preservice science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 preservice science teachers (13 male- 29 female) who took Instructional Technologies and Material…

  14. Gender Equity in College Majors: Looking beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation

    ERIC Educational Resources Information Center

    Ganley, Colleen M.; George, Casey E.; Cimpian, Joseph R.; Makowski, Martha B.

    2018-01-01

    Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students' perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women…

  15. Relationship between High School Mathematical Achievement and Quantitative GPA

    ERIC Educational Resources Information Center

    Brown, Jennifer L.; Halpin, Glennelle; Halpin, Gerald

    2015-01-01

    The demand for STEM graduates has increased, but the number of incoming freshmen who declare a STEM major has remained stagnant. High school courses, such as calculus, can open or close the gate for students interested in careers in STEM. The purpose of this study was to determine if high school mathematics preparation was a significant…

  16. From Mathematical Reading to Mathematical Literacy

    ERIC Educational Resources Information Center

    Beaudine, Gregory

    2018-01-01

    If teachers have a deeper comprehension of their students' reading ability, it may lead to students' improved literacy and understanding of the subject. The account presented in this article of the author's growing interest in mathematical literacy specifically involves mathematical reading. This shift in interest began with a six-week…

  17. STEM Intervention Programs: Funding Practices and Challenges

    ERIC Educational Resources Information Center

    Rincon, Blanca E.; George-Jackson, Casey E.

    2016-01-01

    This study examines the funding practices and challenges of diversity initiatives found in the science, technology, engineering, and mathematics (STEM) fields. Interviews with 55 intervention program administrators, representing 48 unique STEM intervention programs, were conducted at nine large research-intensive universities. The interviews,…

  18. Comparative Analyses of Discourse in Specialized STEM School Classes

    ERIC Educational Resources Information Center

    Tofel-Grehl, Colby; Callahan, Carolyn M.; Nadelson, Louis S.

    2017-01-01

    The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students…

  19. Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

    NASA Astrophysics Data System (ADS)

    Rule, Audrey C.; Stefanich, Greg P.; Boody, Robert M.; Peiffer, Belinda

    2011-04-01

    Science, technology, engineering, and mathematics (STEM) fields, important in today's world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio-converted text, tactile graphics, and involvement in hands-on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student's impairment. A variety of teacher-created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.

  20. Gendered Microaggressions in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Yang, Yang; Carroll, Doris Wright

    2018-01-01

    Women remain underrepresented in both science, technology, engineering, and mathematics (STEM) workforce and academia. In this quantitative study, we focused on female faculty across STEM disciplines and their experiences in higher educational institutions through the lens of microaggressions theory. Two questions were addressed: (a) whether and…

  1. Promoting STEM Education: A Communications Toolkit

    ERIC Educational Resources Information Center

    National Governors Association, 2008

    2008-01-01

    As governors move this important STEM (Science, Technology, Engineering and Mathematics) policy agenda forward, they may find that some of their constituents have yet to be persuaded of the need for improvement. Some citizens and stakeholders may fail to grasp the strong link between high-quality STEM education and economic development in the…

  2. STEM and Technology Education: International State-of-the-Art

    ERIC Educational Resources Information Center

    Ritz, John M.; Fan, Szu-Chun

    2015-01-01

    This paper reports the perceptions of 20 international technology education scholars on their country's involvement in science, technology, engineering, and mathematics (STEM) education. Survey research was used to obtain data. It was found that the concept of STEM education is being discussed differently by nations. Some consider STEM education…

  3. A mathematical analysis of adaptations to the metabolic fate of fructose in essential fructosuria subjects.

    PubMed

    Allen, R J; Musante, Cynthia J

    2018-04-17

    Fructose is a major component of Western diets and is implicated in the pathogenesis of obesity and type 2 diabetes. In response to an oral challenge, the majority of fructose is cleared during "first-pass" liver metabolism, primarily via phosphorylation by ketohexokinase (KHK). A rare benign genetic deficiency in KHK, called essential fructosuria (EF), leads to altered fructose metabolism. The only reported symptom of EF is the appearance of fructose in the urine following either oral or intravenous fructose administration. Here we develop and use a mathematical model to investigate the adaptations to altered fructose metabolism in people with EF. Firstly, the model is calibrated to fit available data in normal healthy subjects. Then, to mathematically represent EF subjects we systematically implement metabolic adaptations such that model simulations match available data for this phenotype. We hypothesize that these modifications represent the major metabolic adaptations present in these subjects. This modeling approach suggests that several other aspects of fructose metabolism, beyond hepatic KHK deficiency, are altered and contribute to the etiology of this benign condition. Specifically, we predict that fructose absorption into the portal vein is altered, peripheral metabolism is slowed, renal re-absorption of fructose is mostly ablated and that alternate pathways for hepatic metabolism of fructose are up-regulated. Moreover, these findings have implications for drug discovery and development, suggesting that the therapeutic targeting of fructose metabolism could lead to unexpected metabolic adaptations, potentially due to a physiological response to high fructose conditions.

  4. Gender Differences in Self-Efficacy and Sense of Class and School Belonging for Majors in Science, Technology, Engineering, and Mathematics (STEM) Disciplines

    NASA Astrophysics Data System (ADS)

    Hogue, Barbara A.

    Research into women's underrepresentation in science, technology, engineering, and mathematics (STEM) disciplines has become a topic of interest due to the increasing need for employees with technical expertise and a shortage of individuals to fill STEM jobs. The discrepancy in women's representation between STEM and other fields cannot adequately be explained by factors such as women's need to balance work and family (medicine and law are both extremely demanding careers), women's fear of competition (admissions into medical and law schools are highly competitive), or women's inability to excel in science (e.g., entry into medicine requires excellent achievement in the basic sciences). The purpose of this study is to gain a deeper understanding of the role and/or impact a sense of belonging has inside and outside of STEM classrooms. Research questions focused on the role and/or impact of belonging contributes to students' self-efficacy beliefs as a STEM major. Bandura's self-efficacy theory serves as the theoretical framework. Data sources include close-ended surveys of 200 sophomore- and junior-level college students majoring in a STEM discipline. A quantitative exploratory approach allowed participants' responses to be analyzed using both correlation and multiple regression analyses to understand whether a student's sense of belonging is associated with his or her self-efficacy beliefs. Findings suggested that positive support systems impact students' self-efficacy and play a role in fostering students' motivation and decision to major in STEM disciplines. This study contributes to positive social change by providing empirical evidence faculty and administrators may use to promote university-based STEM support programs reflecting the impact belonging has on students' self-efficacy and potentially increasing the number of students majoring in STEM disciplines.

  5. NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

    NASA Astrophysics Data System (ADS)

    Hasan, Hashima; Erickson, Kristen

    2018-01-01

    The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

  6. Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences

    ERIC Educational Resources Information Center

    VanMeter-Adams, Amy; Frankenfeld, Cara L.; Bases, Jessica; Espina, Virginia; Liotta, Lance A.

    2014-01-01

    What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research…

  7. High School Opportunities for STEM: Comparing Inclusive STEM-Focused and Comprehensive High Schools in Two US Cities

    ERIC Educational Resources Information Center

    Eisenhart, Margaret; Weis, Lois; Allen, Carrie D.; Cipollone, Kristin; Stich, Amy; Dominguez, Rachel

    2015-01-01

    In response to numerous calls for more rigorous STEM (science, technology, engineering, and mathematics) education to improve US competitiveness and the job prospects of next-generation workers, especially those from low-income and minority groups, a growing number of schools emphasizing STEM have been established in the US over the past decade.…

  8. In Pursuit of Sustainable STEM Certification Programs

    ERIC Educational Resources Information Center

    Schuster, Dwight

    2013-01-01

    The belief that STEM (science, technology, engineering, and mathematics) education initiatives have the potential to stimulate both regional and national economies has prompted policy makers and funding agencies to revisit how STEM teachers are recruited, prepared, and retained. This article investigates the impact of a unique prescholarship…

  9. Universities Conducting STEM Outreach: A Conceptual Framework

    ERIC Educational Resources Information Center

    Eilam, Efrat; Bigger, Stephen W.; Sadler, Kirsten; Barry, Fiachra; Bielik, Tom

    2016-01-01

    This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities' operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this…

  10. An Intersectional Analysis of Latin@ College Women's Counter-Stories in Mathematics

    ERIC Educational Resources Information Center

    Leyva, Luis A.

    2016-01-01

    In this article, the author discusses the intersectionality of mathematics experiences for two Latin@ college women pursuing mathematics-intensive STEM (science, technology, engineering, and mathematics) majors at a large, predominantly White university. The author employs intersectionality and poststructural theories to explore and make meaning…

  11. Bayer Facts of Science Education XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students

    NASA Astrophysics Data System (ADS)

    Bayer Corporation

    2012-06-01

    Diversity and the underrepresentation of women, African-Americans, Hispanics and American Indians in the nation's science, technology, engineering and mathematics (STEM) fields are the subjects of the XV: A View from the Gatekeepers—STEM Department Chairs at America's Top 200 Research Universities on Female and Underrepresented Minority Undergraduate STEM Students. Annual public opinion research project commissioned by Bayer Corporation, the Bayer Facts surveys examine science education and science literacy issues. The 15th in the series and the fifth to explore diversity and underrepresentation, this research is a direct outgrowth of last year's results which found 40 percent of the country's female and underrepresented minority (URM) chemists and chemical engineers working today were discouraged from pursuing their STEM career at some point in their lives. US colleges were cited as places where this discouragement most often happened and college professors as the individuals most likely responsible. Does such discouragement still occur in American colleges today? To answer this and other questions about the undergraduate environment in which today's students make their career decisions, the survey polls 413 STEM department chairs at the nation's 200 top research universities and those that produce the highest proportion of female and URM STEM graduates. The survey also asks the chairs about their institutions track record recruiting and retaining female and URM STEM undergraduates, preparedness of these students to study STEM, the impact of traditional introductory STEM courses on female and URM students and barriers these students face pursuing their STEM degrees.

  12. Attracting STEM talent: do STEM students prefer traditional or work/life-interaction labs?

    PubMed

    DeFraine, William C; Williams, Wendy M; Ceci, Stephen J

    2014-01-01

    The demand for employees trained in science, technology, engineering, and mathematics (STEM) fields continues to increase, yet the number of Millennial students pursuing STEM is not keeping pace. We evaluated whether this shortfall is associated with Millennials' preference for flexibility and work/life-interaction in their careers-a preference that may be inconsistent with the traditional idea of a science career endorsed by many lab directors. Two contrasting approaches to running STEM labs and training students were explored, and we created a lab recruitment video depicting each. The work-focused video emphasized the traditional notions of a science lab, characterized by long work hours and a focus on individual achievement and conducting research above all else. In contrast, the work/life-interaction-focused video emphasized a more progressive view - lack of demarcation between work and non-work lives, flexible hours, and group achievement. In Study 1, 40 professors rated the videos, and the results confirmed that the two lab types reflected meaningful real-world differences in training approaches. In Study 2, we recruited 53 current and prospective graduate students in STEM fields who displayed high math-identification and a commitment to science careers. In a between-subjects design, they watched one of the two lab-recruitment videos, and then reported their anticipated sense of belonging to and desire to participate in the lab depicted in the video. Very large effects were observed on both primary measures: Participants who watched the work/life-interaction-focused video reported a greater sense of belonging to (d = 1.49) and desire to participate in (d = 1.33) the lab, relative to participants who watched the work-focused video. These results suggest Millennials possess a strong desire for work/life-interaction, which runs counter to the traditional lab-training model endorsed by many lab directors. We discuss implications of these findings for STEM

  13. Learning from our global competitors: A comparative analysis of science, technology, engineering and mathematics (STEM) education pipelines in the United States, Mainland China and Taiwan

    NASA Astrophysics Data System (ADS)

    Chow, Christina M.

    Maintaining a competitive edge within the 21st century is dependent on the cultivation of human capital, producing qualified and innovative employees capable of competing within the new global marketplace. Technological advancements in communications technology as well as large scale, infrastructure development has led to a leveled playing field where students in the U.S. will ultimately be competing for jobs with not only local, but also international, peers. Thus, the ability to understand and learn from our global competitors, starting with the examination of innovative education systems and best practice strategies, is tantamount to the economic development, and ultimate survival, of the U.S. as a whole. The purpose of this study was to investigate the current state of science, technology, engineering and mathematics (STEM) education and workforce pipelines in the U.S., China, and Taiwan. Two broad research questions examined STEM workforce production in terms of a) structural differences in primary and secondary school systems, including analysis of minimum high school graduation requirements and assessments as well as b) organizational differences in tertiary education and trends in STEM undergraduate and graduate degrees awarded in each region of interest. While each of the systems studied had their relative strengths and weaknesses, each of the Asian economies studied had valuable insights that can be categorized broadly in terms of STEM capacity, STEM interest and a greater understanding of global prospects that led to heightened STEM awareness. In China and Taiwan, STEM capacity was built via both traditional and vocational school systems. Focused and structured curriculum during the primary and early secondary school years built solid mathematics and science skills that translated into higher performance on international assessments and competitions. Differentiated secondary school options, including vocational high school and technical colleges and

  14. A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia

    ERIC Educational Resources Information Center

    Salmon, Aliénor

    2015-01-01

    What factors might be causing the low participation of women Science, Technology, Engineering and Mathematics (STEM) fields? What can be done to attract more girls and women into STEM in Asia and beyond? The report, "A Complex Formula. Girls and Women in Science, Technology, Engineering and Mathematics in Asia", answers three fundamental…

  15. STEM learning research through a funds of knowledge lens

    NASA Astrophysics Data System (ADS)

    Civil, Marta

    2016-03-01

    This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.

  16. NASA team hosts STEM-Ulate actvities

    NASA Image and Video Library

    2010-07-13

    Young visitors to NASA's John C. Stennis Space Center prepare to launch 'stomp rockets' during STEM-Ulate to Innovate activities at the facility July 13. The NASA Foundations of Influence, Relationships, Success and Teamwork (FIRST) Team sponsored STEM-Ulate to Innovate for more than 100 children ages 9-11. Children from area Boys & Girls Clubs participated in hands-on activities, presentations and demonstrations by professional engineers, all designed to promote the relevance of science, technology, engineering and mathematics (STEM).

  17. Students with Disabilities' Perspectives of STEM Content and Careers

    ERIC Educational Resources Information Center

    Davis, Kimberly E. Bryant

    2014-01-01

    The current global economy has led to an increase in the need for workers in the fields of science, technology, engineering, and mathematics (STEM). Underrepresented populations, such as students with disabilities, are being considered as one way meet the STEM workforce shortages. In order to increase students' participation in STEM careers, it…

  18. Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language.

    PubMed

    Nathan, Mitchell J; Walkington, Candace

    2017-01-01

    We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants' actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities. Our focus here is on pre-college geometry proof production. GEMC suggests that action alone can foster insight but is insufficient for valid proof production if action is not coordinated with language systems for propositionalizing general properties of objects and space. GEMC guides the design of a video game-based learning environment intended to promote students' mathematical insights and informal proofs by eliciting dynamic gestures through in-game directed actions. GEMC generates several hypotheses that contribute to theories of embodied cognition and to the design of science, technology, engineering, and mathematics (STEM) education interventions. Pilot study results with a prototype video game tentatively support theory-based predictions regarding the role of dynamic gestures for fostering insight and proof-with-insight, and for the role of action coupled with language to promote proof-with-insight. But the pilot yields mixed results for deriving in-game interventions intended to elicit dynamic gesture production. Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.

  19. Boosting STEM Interest in High School

    ERIC Educational Resources Information Center

    Schneider, Barbara; Judy, Justina; Mazuca, Christina

    2012-01-01

    One of the most critical labor shortages facing the U.S. involves the number of young adults entering careers in what's now commonly referred to as STEM (science, technology, engineering, and mathematics). Equally troubling is that the participation of blacks and Hispanics in STEM careers continues to lag that of whites and Asians. High school is…

  20. The creation and validation of an instrument to measure school STEM Culture

    NASA Astrophysics Data System (ADS)

    White, Christopher

    Although current research exists on school culture, there is a gap in the literature on specialized aspects of culture such as STEM Culture defined as the beliefs, values, practices, resources, and challenges in STEM fields (Science, Technology, Engineering and Mathematics) within a school. The objective of this study was to create a valid and reliable instrument, the STEM Culture Assessment Tool (STEM-CAT), that measures this cultural aspect based on a survey of stakeholder groups within the school community and use empirical data to support the use of this instrument to measure STEM Culture. Items were created and face validity was determined through a focus group and expert review before a pilot study was conducted to determine reliability of the items. Once items were determined reliable, the survey was given to eight high schools and results were correlated to the percentage of seniors who self-reported whether they intend to pursue STEM fields upon graduation. The results of this study indicate further need for research to determine how the STEM-CAT correlates to STEM culture due to some inconsistencies with the dependent variable in this study. Future research could be done correlating the results of the STEM-CAT with participation in Advanced Placement science and mathematics, SAT/ACT scores in science and mathematics or the number of students who actually pursue STEM fields rather than a prediction halfway through the 12th grade.

  1. Innovation and STEM Schools

    ERIC Educational Resources Information Center

    Roberts, Julia Link

    2015-01-01

    How do schools with a focus on science, technology, engineering, and mathematics (STEM) fit in with state goals to increase innovation and to boost the economy? This article briefly discusses how educators can encourage creativity and innovation.

  2. Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey

    NASA Astrophysics Data System (ADS)

    Reilly, David; Neumann, David L.; Andrews, Glenda

    2017-06-01

    The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific community. Gender differences in mathematics and science achievement play a role, in conjunction with attitudes and self-efficacy beliefs. We report results from the 2011 Trends in Mathematics and Science Study (TIMSS), a large international assessment of eighth grade students' achievement, attitudes, and beliefs among 45 participating nations (N = 261,738). Small- to medium-sized gender differences were found for most individual nations (from d = -.60 to +.31 in mathematics achievement, and d = -.60 to +.26 for science achievement), although the direction varied and there were no global gender differences overall. Such a pattern cross-culturally is incompatible with the notion of immutable gender differences. Additionally, there were different patterns between OECD and non-OECD nations, with girls scoring higher than boys in mathematics and science achievement across non-OECD nations. An association was found between gender differences in science achievement and national levels of gender equality, providing support for the gender segregation hypothesis. Furthermore, the performance of boys was more variable than that of girls in most nations, consistent with the greater male variability hypothesis. Boys reported more favorable attitudes towards mathematics and science, and girls reported lower self-efficacy beliefs. While the gender gap in STEM achievement may be closing, there are still large sections of the world where differences remain.

  3. Hidden Currents in the STEM Pipeline: Insights from the Dyschronous Life Episodes of a Minority Female STEM Teacher

    ERIC Educational Resources Information Center

    Teo, Tang Wee

    2014-01-01

    In this article, I use the idea of "dyschrony" to describe the multiple disjunctures experienced in a Hispanic woman's life as she struggled to gain full membership in the STEM (science, technology, engineering, and mathematics) community. Despite having earned a doctoral degree in chemistry and a teaching position in a STEM school, she…

  4. STEM Symposium

    NASA Image and Video Library

    2012-02-28

    J. Keith Motley, Chancellor, University of Massachusetts Boston, and Chair, APLU (Association of Public and Land-grant Universities) Commission on Access, Diversity and Excellence, speaks at the Symposium on Supporting Underrepresented Minority Males in Science, Technology, Engineering and Mathematics (STEM), Tuesday, February 28, 2012 at NASA Headquarters in Washington. Photo Credit: (NASA/Carla Cioffi)

  5. Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields

    ERIC Educational Resources Information Center

    Castleman, Benjamin L.; Long, Bridget Terry; Mabel, Zachary A.

    2014-01-01

    The fastest growing supply of jobs in the United States today is in Science, Technology, Engineering, and Mathematics (STEM) fields. Yet despite the availability of work in STEM, there is not a sufficient supply of workers to fill open positions. Amidst the growing demand for STEM workers, educational achievement and attainment in STEM fields in…

  6. STEM Education in Canada: A Knowledge Synthesis

    ERIC Educational Resources Information Center

    DeCoito, Isha

    2016-01-01

    Across Canada many initiatives have been initiated to generate more interest in science, technology, engineering, and mathematics (STEM) education; however, no single or comprehensive overview has been conducted that takes into account the impact of these STEM initiatives on teaching/learning outcomes in K-12 education. This knowledge synthesis of…

  7. S.T.E.M. Initiatives. Research Brief

    ERIC Educational Resources Information Center

    Anderson, David

    2010-01-01

    STEM (Science, Technology, Engineering, Mathematics) initiatives represent an extensive and expanding movement across American education. Nationally, funding for K-12 STEM programs increased from $700 million to almost $1 billion from 2005 to 2007 alone (US DOE, Report of the Academic Competitiveness Council, 2007, p. 51). Although there is a…

  8. STEM Education Act of 2015 (Public Law 114-59)

    ERIC Educational Resources Information Center

    US Congress, 2015

    2015-01-01

    The STEM Education Act of 2015 (Public Law 114-59) was put in place to define Science Technology Engineering and Mathematics (STEM) education to include computer science, and to support existing STEM education programs at the National Science Foundation. The act is organized into the following sections: (1) Short Title; (2) Definition of STEM…

  9. Productive Struggle in Mathematics. Interactive STEM Research + Practice Brief

    ERIC Educational Resources Information Center

    Pasquale, Marian

    2016-01-01

    Mathematical problems and puzzles that require commitment and perseverance to solve can help foster deep mathematics understanding in students. In this brief, the author describes factors that influence productive struggle, shares four examples of how teachers often respond to their students' productive struggles, and offers four strategies to…

  10. The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females.

    PubMed

    Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela

    2017-01-01

    It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-concept. Positive predictors on the other hand included school aspects that are found in the students' favorite subjects at school. The results of the study provide important aspects for STEM education. Even though the students participating in the study presumably had good grades in STEM, stereotypes still corrupted their self-concept. One of the reasons for this might lie in stereotypes that attribute girls' achievements to diligence instead of talent. The results also point out that direct support, particularly by parents, can have a negative impact on female students' self-concept. Activities that are meant to support pupils directly may actually backfire and transport stereotypes instead. This stresses the need for indirect support during socialization, e.g., by providing opportunities for children to have positive experiences or by giving them the chance to meet role models that are enthusiastic about their STEM professions. These kinds of measures have the potential to spur students' interest in STEM subjects-something that in the

  11. Effective Practices for Evaluating STEM Out-of-School Time Programs

    ERIC Educational Resources Information Center

    Wilkerson, Stephanie B.; Haden, Carol M.

    2014-01-01

    Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

  12. Comprehensive Cocurricular Support Promotes Persistence of Community College STEM Students

    ERIC Educational Resources Information Center

    Shadduck, Peggy

    2017-01-01

    Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial…

  13. Idaho Science, Technology, Engineering and Mathematics Overview

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Hampton, Brandon; Shoushtarian, Joannah; Ledoux, P

    2011-02-11

    Idaho National Laboratory has been instrumental in establishing the Idaho Science, Technology, Engineering and Mathematics initiative -- i-STEM, which brings together industry, educators, government and other partners to provide K-12 teachers with support, materials and opportunities to improve STEM instruction and increase student interest in technical careers. You can learn more about INL's education programs at http://www.facebook.com/idahonationallaboratory.

  14. Idaho Science, Technology, Engineering and Mathematics Overview

    ScienceCinema

    None

    2017-12-09

    Idaho National Laboratory has been instrumental in establishing the Idaho Science, Technology, Engineering and Mathematics initiative -- i-STEM, which brings together industry, educators, government and other partners to provide K-12 teachers with support, materials and opportunities to improve STEM instruction and increase student interest in technical careers. You can learn more about INL's education programs at http://www.facebook.com/idahonationallaboratory.

  15. Integrated STEM in secondary education: A case study

    NASA Astrophysics Data System (ADS)

    De Meester, Jolien; Knipprath, Heidi; Thielemans, Jan; De Cock, Mieke; Langie, Greet; Dehaene, Wim

    2016-05-01

    Despite many opportunities to study STEM (Science, Technology, Engineering & Mathematics) in Flemish secondary education, only a minority of pupils are actually pursuing STEM fields in higher education and jobs. One reason could be that they do not see the relevance of science and mathematics. In order to draw their pupils' interest in STEM, a Belgian school started a brand new initiative: the school set up and implemented a first year course that integrates various STEM disciplines, hoping to provide an answer to the question pupils often ask themselves about the need to study math and science. The integrated curriculum was developed by the school's teachers and a STEM education research group of the University of Leuven. To examine the pupils' attitude towards STEM and STEM professions and their notion of relevance of STEM at the end of this one-year course, a post-test was administered to the group of pupils who attended the integrated STEM course (the experimental group) and to a group of pupils that took traditional, non-integrated STEM courses (the control group). The results reveal that attending the integrated STEM course is significantly related to pupils' interest in STEM and notion of relevance of STEM. Another post-test was administered only to the experimental group to investigate pupils' understanding of math and physics concepts and their relation when taught in an integrated way. The results reveal that the pupils have some conceptual understanding and can, to a certain extent, make a transfer of concepts across different STEM disciplines. However, the test results did point out that some additional introductory training in pure math context is needed.

  16. Adolescent Girls' STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues.

    PubMed

    Steinke, Jocelyn

    2017-01-01

    Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls' STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation.

  17. Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues

    PubMed Central

    Steinke, Jocelyn

    2017-01-01

    Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls’ STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation. PMID:28603505

  18. STEM Thinking!

    ERIC Educational Resources Information Center

    Reeve, Edward M.

    2015-01-01

    Science, Technology, Engineering, and Mathematics (STEM) is a term seen almost daily in the news. In 2009, President Obama launched the Educate to Innovate initiative to move American students from the middle to the top of the pack in science and math achievement over the next decade (The White House, n.d.). Learning about the attributes of STEM…

  19. Group by Subject or by Ability? Tertiary Mathematics for Engineering Students

    ERIC Educational Resources Information Center

    Plank, Michael; James, Alex; Hannah, John

    2011-01-01

    The mathematics topics taught to engineering students at university are ostensibly no different to those taught to mathematics majors, so should these students be taught together or separately? Should engineering students be segregated by ability in their mathematics classes? This study analyses the grades of over 1000 engineering students, and…

  20. Exploring an Integrative Lens of Identity for a High School Mathematics Teacher

    ERIC Educational Resources Information Center

    Wilson, Kimi

    2016-01-01

    Driven largely by societal discourse regarding the underrepresentation of African American males pursuing science, technology, engineering and mathematics (STEM) majors, careers and professions, it becomes salient to understand how African American males experience mathematics in K-12 public schools in relation to their mathematics identity…

  1. STEM Education Summit: Summary of Key Themes

    ERIC Educational Resources Information Center

    Education Council, 2015

    2015-01-01

    The Science, Technology, Engineering, and Mathematics (STEM) Education Summit, held in Sydney on 5 November 2015, was hosted by the New South Wales (NSW) Minister for Education, Adrian Piccoli, on behalf of his Education Council colleagues. It was attended by just over 100 experts, thought leaders and STEM professionals from industry, government…

  2. Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

    ERIC Educational Resources Information Center

    Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

    2016-01-01

    The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

  3. Discrimination of Stem Cell Status after Subjecting Cynomolgus Monkey Pluripotent Stem Cells to Naïve Conversion

    PubMed Central

    Honda, Arata; Kawano, Yoshihiro; Izu, Haruna; Choijookhuu, Narantsog; Honsho, Kimiko; Nakamura, Tomonori; Yabuta, Yukihiro; Yamamoto, Takuya; Takashima, Yasuhiro; Hirose, Michiko; Sankai, Tadashi; Hishikawa, Yoshitaka; Ogura, Atsuo; Saitou, Mitinori

    2017-01-01

    Experimental animal models have played an indispensable role in the development of human induced pluripotent stem cell (iPSC) research. The derivation of high-quality (so-called “true naïve state”) iPSCs of non-human primates enhances their application and safety for human regenerative medicine. Although several attempts have been made to convert human and non-human primate PSCs into a truly naïve state, it is unclear which evaluation methods can discriminate them as being truly naïve. Here we attempted to derive naïve cynomolgus monkey (Cm) (Macaca fascicularis) embryonic stem cells (ESCs) and iPSCs. Several characteristics of naïve Cm ESCs including colony morphology, appearance of naïve-related mRNAs and proteins, leukaemia inhibitory factor dependency, and mitochondrial respiration were confirmed. Next, we generated Cm iPSCs and converted them to a naïve state. Transcriptomic comparison of PSCs with early Cm embryos elucidated the partial achievement (termed naïve-like) of their conversion. When these were subjected to in vitro neural differentiation, enhanced differentiating capacities were observed after naïve-like conversion, but some lines exhibited heterogeneity. The difficulty of achieving contribution to chimeric mouse embryos was also demonstrated. These results suggest that Cm PSCs could ameliorate their in vitro neural differentiation potential even though they could not display true naïve characteristics. PMID:28349944

  4. Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation

    ERIC Educational Resources Information Center

    Ring, Elizabeth A.

    2017-01-01

    There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States. With this shift in epistemological, pedagogical, and curricular content, there is a need to develop an understanding as to what integrated STEM education is, particularly among…

  5. Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

    ERIC Educational Resources Information Center

    Doerschuk, Peggy; Bahrim, Cristian; Daniel, Jennifer; Kruger, Joseph; Mann, Judith; Martin, Cristopher

    2016-01-01

    There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors.…

  6. Differential Grading: Meta-Analyses of STEM and Non-STEM Fields, Gender, and Institutional Admission Selectivity. ACT Research Report Series 2015 (7)

    ERIC Educational Resources Information Center

    Westrick, Paul A.

    2015-01-01

    This study examined the effects of differential grading in science, technology, engineering, and mathematics (STEM) and non-STEM fields over eight consecutive semesters. Using data from 62,122 students at 26 four-year postsecondary institutions, students were subdivided by institutional admission selectivity levels, gender, and student major…

  7. The Role of Academic Preparation and Interest on STEM Success. ACT Research Report Series

    ERIC Educational Resources Information Center

    Radunzel, Justine; Mattern, Krista; Westrick, Paul

    2016-01-01

    Research has shown that science, technology, engineering, and mathematics (STEM) majors who are more academically prepared--especially in terms of their mathematics and science test scores--are more likely to be successful across a variety of outcomes: cumulative grade point average (GPA), persistence in a STEM major, and ultimately earning a STEM…

  8. STEM in England: Meanings and Motivations in the Policy Arena

    ERIC Educational Resources Information Center

    Wong, Vicky; Dillon, Justin; King, Heather

    2016-01-01

    STEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science…

  9. Making Mathematics Phenomenal

    ERIC Educational Resources Information Center

    Pratt, Dave

    2012-01-01

    Mathematics is often portrayed as an "abstract" cerebral subject, beyond the reach of many. In response, research with digital technology has led to innovative design in which mathematics can be experienced much like everyday phenomena. This lecture examines how careful design can "phenomenalise" mathematics and support not only engagement but…

  10. Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

    ERIC Educational Resources Information Center

    Wang, Xueli

    2016-01-01

    This research focuses on course-taking patterns of beginning community college students enrolled in one or more non-remedial science, technology, engineering, and mathematics (STEM) courses during their first year of college, and how these patterns are mapped against upward transfer in STEM fields of study. Drawing upon postsecondary transcript…

  11. Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

    ERIC Educational Resources Information Center

    Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.

    2016-01-01

    Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…

  12. Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

    PubMed Central

    DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

    2015-01-01

    Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

  13. Advancing the "E" in K-12 STEM Education

    ERIC Educational Resources Information Center

    Rockland, Ronald; Bloom, Diane S.; Carpinelli, John; Burr-Alexander, Levelle; Hirsch, Linda S.; Kimmel, Howard

    2010-01-01

    Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not…

  14. Preparing the Future STEM Workforce for Diverse Environments

    ERIC Educational Resources Information Center

    Daily, Shaundra Bryant; Eugene, Wanda

    2013-01-01

    Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit…

  15. What's So Special about STEM? A Comparison of Women's Retention in STEM and Professional Occupations.

    PubMed

    Glass, Jennifer L; Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M

    2013-01-01

    We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM.

  16. How different are the results acquired from mathematical and subjective methods in dendrogeomorphology? Insights from landslide movements

    NASA Astrophysics Data System (ADS)

    Šilhán, Karel

    2016-01-01

    Knowledge of past landslide activity is crucial for understanding landslide behaviour and for modelling potential future landslide occurrence. Dendrogeomorphic approaches represent the most precise methods of landslide dating (where trees annually create tree-rings in the timescale of up to several hundred years). Despite the advantages of these methods, many open questions remain. One of the less researched uncertainties, and the focus of this study, is the impact of two common methods of geomorphic signal extraction on the spatial and temporal results of landslide reconstruction. In total, 93 Norway spruce (Picea abies (L.) Karst.) trees were sampled at one landslide location dominated by block-type movements in the forefield of the Orlické hory Mts., Bohemian Massif. Landslide signals were examined by the classical subjective method based on reaction (compression) wood analysis and by a numerical method based on eccentric growth analysis. The chronology of landslide movements obtained by the mathematical method resulted in twice the number of events detected compared to the subjective method. This finding indicates that eccentric growth is a more accurate indicator for landslide movements than the classical analysis of reaction wood. The reconstructed spatial activity of landslide movements shows a similar distribution of recurrence intervals (Ri) for both methods. The differences (maximally 30% of the total Ri ranges) in results obtained by both methods may be caused by differences in the ability of trees to react to tilting of their stems by a specific growth response (reaction wood formation or eccentric growth). Finally, the ability of trees to record tilting events (by both growth responses) in their tree-ring series was analysed for different decades of tree life. The highest sensitivity to external tilting events occurred at tree ages from 70 to 80 years for reaction wood formation and from 80 to 90 years for eccentric growth response. This means that

  17. Mathematics Fitness.

    ERIC Educational Resources Information Center

    Trezise, Kathleen A.

    1998-01-01

    Students receiving mathematics instruction relevant to life will understand that mathematics is part of the real world and not just another school subject. Presents an activity that integrates rational numbers with health-related science content as students collect data and engage in decision making. (ASK)

  18. The Relationship between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students

    ERIC Educational Resources Information Center

    Bernasconi, Bethany

    2017-01-01

    Despite years of attention, gender inequity persists in science, technology, engineering, and mathematics (STEM). Female STEM faculty, positive social interactions, and enrollment in advanced STEM secondary coursework are supportive factors in promoting female students' persistence in STEM fields. To address the gap in understanding these factors,…

  19. Extinction models for cancer stem cell therapy

    PubMed Central

    Sehl, Mary; Zhou, Hua; Sinsheimer, Janet S.; Lange, Kenneth L.

    2012-01-01

    Cells with stem cell-like properties are now viewed as initiating and sustaining many cancers. This suggests that cancer can be cured by driving these cancer stem cells to extinction. The problem with this strategy is that ordinary stem cells are apt to be killed in the process. This paper sets bounds on the killing differential (difference between death rates of cancer stem cells and normal stem cells) that must exist for the survival of an adequate number of normal stem cells. Our main tools are birth–death Markov chains in continuous time. In this framework, we investigate the extinction times of cancer stem cells and normal stem cells. Application of extreme value theory from mathematical statistics yields an accurate asymptotic distribution and corresponding moments for both extinction times. We compare these distributions for the two cell populations as a function of the killing rates. Perhaps a more telling comparison involves the number of normal stem cells NH at the extinction time of the cancer stem cells. Conditioning on the asymptotic time to extinction of the cancer stem cells allows us to calculate the asymptotic mean and variance of NH. The full distribution of NH can be retrieved by the finite Fourier transform and, in some parameter regimes, by an eigenfunction expansion. Finally, we discuss the impact of quiescence (the resting state) on stem cell dynamics. Quiescence can act as a sanctuary for cancer stem cells and imperils the proposed therapy. We approach the complication of quiescence via multitype branching process models and stochastic simulation. Improvements to the τ-leaping method of stochastic simulation make it a versatile tool in this context. We conclude that the proposed therapy must target quiescent cancer stem cells as well as actively dividing cancer stem cells. The current cancer models demonstrate the virtue of attacking the same quantitative questions from a variety of modeling, mathematical, and computational perspectives

  20. Extinction models for cancer stem cell therapy.

    PubMed

    Sehl, Mary; Zhou, Hua; Sinsheimer, Janet S; Lange, Kenneth L

    2011-12-01

    Cells with stem cell-like properties are now viewed as initiating and sustaining many cancers. This suggests that cancer can be cured by driving these cancer stem cells to extinction. The problem with this strategy is that ordinary stem cells are apt to be killed in the process. This paper sets bounds on the killing differential (difference between death rates of cancer stem cells and normal stem cells) that must exist for the survival of an adequate number of normal stem cells. Our main tools are birth-death Markov chains in continuous time. In this framework, we investigate the extinction times of cancer stem cells and normal stem cells. Application of extreme value theory from mathematical statistics yields an accurate asymptotic distribution and corresponding moments for both extinction times. We compare these distributions for the two cell populations as a function of the killing rates. Perhaps a more telling comparison involves the number of normal stem cells NH at the extinction time of the cancer stem cells. Conditioning on the asymptotic time to extinction of the cancer stem cells allows us to calculate the asymptotic mean and variance of NH. The full distribution of NH can be retrieved by the finite Fourier transform and, in some parameter regimes, by an eigenfunction expansion. Finally, we discuss the impact of quiescence (the resting state) on stem cell dynamics. Quiescence can act as a sanctuary for cancer stem cells and imperils the proposed therapy. We approach the complication of quiescence via multitype branching process models and stochastic simulation. Improvements to the τ-leaping method of stochastic simulation make it a versatile tool in this context. We conclude that the proposed therapy must target quiescent cancer stem cells as well as actively dividing cancer stem cells. The current cancer models demonstrate the virtue of attacking the same quantitative questions from a variety of modeling, mathematical, and computational perspectives

  1. Studies in Mathematics Education. Volume 6. Out-of-School Mathematics Education.

    ERIC Educational Resources Information Center

    Morris, Robert, Ed.

    This is the sixth volume in a series designed to improve mathematics instruction by providing resource materials for those responsible for mathematics teaching. Focusing on out-of-school mathematics education, this volume presents a panorama of current practices around the world and suggests future trends. Subjects considered include: (1)…

  2. Pathways in STEM: Factors affecting the retention and attrition of talented men and women from the STEM pipeline

    NASA Astrophysics Data System (ADS)

    Heilbronner, Nancy N.

    Many men and women who are talented in science, technology, engineering, and/or mathematics (STEM) choose not to pursue undergraduate majors or careers in these fields. To develop talents in STEM, educators must understand the factors that contribute to an individual's retention in STEM domains, as well as the factors that act as barriers to success, such as the role that gender plays in the underrepresentation of women in certain STEM fields (e.g., computer science and engineering) and changes in recent decades in the process of selecting STEM majors and careers. The purpose of this study was to explore the influences that guide decisions related to the selection of majors and occupations during high school, post-secondary education, and early careers. Survey methodology was used to explore the perceptions of 360 Science Talent Search (STS) semifinalists and finalists during the years 1987-1989 and 1997-1999, and quantitative procedures were used to analyze the data. A majority (74.2%) of STS participants majored in a STEM field in college, and most (68.6%) currently work in a STEM field. A greater percentage of men selected computer science, engineering, physics, and mathematics majors, and a greater percentage of women selected biological science and chemistry. Belief in one's ability to achieve in STEM was a predictor of STEM majors in college and STEM concentrations in graduate school, but differences were found between men's and women's self-efficacy in STEM during high school and in college, as women had lower self-efficacy. Sex was a predictor of STEM majors in college, but perceived quality of academic courses was not. STEM majors also reported more satisfaction with their STEM courses in high school and college than non-STEM majors. In a departure from the results of previous research, the reasons that men and women selected occupations were similar, as were the reasons they chose to leave or not to enter STEM. The most frequently cited reason for

  3. After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

    NASA Astrophysics Data System (ADS)

    Flowers, Reagan D.

    The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support

  4. Preparation Matters Most in STEM. Issue Brief

    ERIC Educational Resources Information Center

    Hayes, Shannon

    2017-01-01

    Serious attention has been directed in recent years towards the need for increasing the number of high school graduates in the United States who are prepared for postsecondary education, training and careers in the fields of science, technology, engineering, and mathematics (STEM). The number of jobs in U.S. STEM occupations grew by 10.5 percent…

  5. Mathematical Difficulty: Does Early Intervention Enhance Mathematical Performance?

    ERIC Educational Resources Information Center

    Graham, Jennifer

    2008-01-01

    The need to ask educators about their opinions on the subject to what extent early intervention methods enhance mathematical performance is long overdue. The purpose of this quantitative research is to examine the extent to which teachers agree that early intervention methods enhance the mathematical performance of students with mathematical…

  6. Analysis of a STEM Education Professional Development Conference for Pre-Service Educators

    ERIC Educational Resources Information Center

    Hardrict-Ewing, Gloria

    2017-01-01

    Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction…

  7. Teachers' Beliefs about School Mathematics and Mathematicians' Mathematics and Their Relationship to Practice

    ERIC Educational Resources Information Center

    Beswick, Kim

    2012-01-01

    There is broad acceptance that mathematics teachers' beliefs about the nature of mathematics influence the ways in which they teach the subject. It is also recognised that mathematics as practised in typical school classrooms is different from the mathematical activity of mathematicians. This paper presents case studies of two secondary…

  8. Predictors of Latina/o Community College Student Vocational Choice in STEM

    ERIC Educational Resources Information Center

    Johnson, Joel D.; Starobin, Soko S.; Santos Laanan, Frankie

    2016-01-01

    This study confirmed appropriate measurement model fit for a theoretical model, the STEM (science, technology, engineering, and mathematics) vocational choice (STEM-VC) model. This model identified factors that successfully predicted a student's vocational choice decision to pursue a STEM degree for Latina/o and White community college students.…

  9. Neoliberalism and STEM Education: Some Australian Policy Discourse

    ERIC Educational Resources Information Center

    Carter, Lyn

    2017-01-01

    There is now a plethora of writing around science, technology, engineering, and mathematics (STEM) education, in addition to the scholarship and practitioner domains, that includes policy and strategy statements both domestic and international, public and private. In overview, this article argues that STEM as the neologism for science education is…

  10. STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-Achieving Students in Economically Disadvantaged Rural Communities

    ERIC Educational Resources Information Center

    Ihrig, Lori M.; Lane, Erin; Mahatmya, Duhita; Assouline, Susan G.

    2018-01-01

    High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students' talent…

  11. Perceptions, Engagement, and Practices of Teachers Seeking Professional Development in Place-Based Integrated STEM

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Seifert, Anne

    2013-01-01

    As science, technology, engineering, and mathematics (STEM) continue to grow in economic and social importance, it is critical that citizenry are prepared to be STEM literate. Furthermore, the workforce demands on STEM necessitate students seeking STEM degrees and pursuing STEM careers. Primary and secondary (K-12) teachers play an important role…

  12. Exploring the Relationship Between Students' Visual Spatial Abilities and Comprehension in STEM Fields

    NASA Astrophysics Data System (ADS)

    Cid, Ximena; Lopez, Ramon

    2011-10-01

    It is well known that student have difficulties with concepts in physics and space science as well as other STEM fields. Some of these difficulties may be rooted in student conceptual errors, whereas other difficulties may arise from issues with visual cognition and spatial intelligence. It has also been suggested that some aspects of high attrition rates from STEM fields can be attributed to students' visual spatial abilities. We will be presenting data collected from introductory courses in the College of Engineering, Department of Physics, Department of Chemistry, and the Department of Mathematics at the University of Texas at Arlington. These data examine the relationship between students' visual spatial abilities and comprehension in the subject matter. Where correlations are found to exist, visual spatial interventions can be implemented to reduce the attrition rates.

  13. Using Community Colleges to Build a STEM-Skilled Workforce. Issue Brief

    ERIC Educational Resources Information Center

    NGA Center for Best Practices, 2011

    2011-01-01

    Education and skills in science, technology, engineering, and mathematics (STEM) are important in a global economy increasingly focused on high-growth, technology-driven occupations. Yet, many states face a shortage of STEM-skilled students and workers. A number of states have built powerful and productive STEM education and skills strategies to…

  14. Successful isolation of viable adipose-derived stem cells from human adipose tissue subject to long-term cryopreservation: positive implications for adult stem cell-based therapeutics in patients of advanced age.

    PubMed

    Devitt, Sean M; Carter, Cynthia M; Dierov, Raia; Weiss, Scott; Gersch, Robert P; Percec, Ivona

    2015-01-01

    We examined cell isolation, viability, and growth in adipose-derived stem cells harvested from whole adipose tissue subject to different cryopreservation lengths (2-1159 days) from patients of varying ages (26-62 years). Subcutaneous abdominal adipose tissue was excised during abdominoplasties and was cryopreserved. The viability and number of adipose-derived stem cells isolated were measured after initial isolation and after 9, 18, and 28 days of growth. Data were analyzed with respect to cryopreservation duration and patient age. Significantly more viable cells were initially isolated from tissue cryopreserved <1 year than from tissue cryopreserved >2 years, irrespective of patient age. However, this difference did not persist with continued growth and there were no significant differences in cell viability or growth at subsequent time points with respect to cryopreservation duration or patient age. Mesenchymal stem cell markers were maintained in all cohorts tested throughout the duration of the study. Consequently, longer cryopreservation negatively impacts initial live adipose-derived stem cell isolation; however, this effect is neutralized with continued cell growth. Patient age does not significantly impact stem cell isolation, viability, or growth. Cryopreservation of adipose tissue is an effective long-term banking method for isolation of adipose-derived stem cells in patients of varying ages.

  15. A House Divided? Examining Persistence for On-Campus STEM and Non-STEM Students

    ERIC Educational Resources Information Center

    Gansemer-Topf, Ann M.; Kollasch, Aurelia; Sun, Jie

    2017-01-01

    Improving student persistence, especially in science, technology, engineering, and mathematics (STEM) fields, continues to be at the forefront of national educational policy discussions. Living in university housing, with its focus specifically on assisting students in transition, has consistently been positively related to student persistence.…

  16. Promoting STEM Education through Mobile Teaching and Learning

    ERIC Educational Resources Information Center

    Krishnamurthi, Murali; Richter, Stephanie

    2013-01-01

    The recruitment and retention of more students, especially women and minority students, into science, technology, engineering and mathematics (STEM) programs is a critical need in technologically advanced countries like the U.S. as there is expected to be shortage of qualified STEM graduates in the future. Educators have to find new ways to…

  17. The Troubled Success of Black Women in STEM

    ERIC Educational Resources Information Center

    McGee, Ebony O.; Bentley, Lydia

    2017-01-01

    We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that…

  18. Parental Perceptions of STEM Enrichment for Young Children

    ERIC Educational Resources Information Center

    Tay, Juliana; Salazar, Alissa; Lee, Hyeseong

    2018-01-01

    Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and…

  19. Teaching STEM after School: Correlates of Instructional Comfort

    ERIC Educational Resources Information Center

    Cohen, Benjamin

    2018-01-01

    Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K-12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for…

  20. A mathematical model of cancer stem cell driven tumor initiation: implications of niche size and loss of homeostatic regulatory mechanisms.

    PubMed

    Gentry, Sara N; Jackson, Trachette L

    2013-01-01

    Hierarchical organized tissue structures, with stem cell driven cell differentiation, are critical to the homeostatic maintenance of most tissues, and this underlying cellular architecture is potentially a critical player in the development of a many cancers. Here, we develop a mathematical model of mutation acquisition to investigate how deregulation of the mechanisms preserving stem cell homeostasis contributes to tumor initiation. A novel feature of the model is the inclusion of both extrinsic and intrinsic chemical signaling and interaction with the niche to control stem cell self-renewal. We use the model to simulate the effects of a variety of types and sequences of mutations and then compare and contrast all mutation pathways in order to determine which ones generate cancer cells fastest. The model predicts that the sequence in which mutations occur significantly affects the pace of tumorigenesis. In addition, tumor composition varies for different mutation pathways, so that some sequences generate tumors that are dominated by cancerous cells with all possible mutations, while others are primarily comprised of cells that more closely resemble normal cells with only one or two mutations. We are also able to show that, under certain circumstances, healthy stem cells diminish due to the displacement by mutated cells that have a competitive advantage in the niche. Finally, in the event that all homeostatic regulation is lost, exponential growth of the cancer population occurs in addition to the depletion of normal cells. This model helps to advance our understanding of how mutation acquisition affects mechanisms that influence cell-fate decisions and leads to the initiation of cancers.

  1. The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study

    ERIC Educational Resources Information Center

    Gürefe, Nejla; Akçakin, Veysel

    2018-01-01

    Persistent in mathematical studies is an important element allowing students to be successful in their STEM careers, and there is a need for affective measurement instruments to assess persistence in mathematics in spite of problems. For this reason, this study aims to adapt the Mathematical Resilience Scale developed to assess resilience, which…

  2. Diversifying the STEM Pipeline: The Model Replication Institutions Program

    ERIC Educational Resources Information Center

    Cullinane, Jenna

    2009-01-01

    In 2006, the National Science Foundation (NSF) began funding the Model Replication Institutions (MRI) program, which sought to improve the quality, availability, and diversity of science, technology, engineering, and mathematics (STEM) education. Faced with pressing national priorities in the STEM fields and chronic gaps in postsecondary…

  3. Developing a National STEM Workforce Strategy: A Workshop Summary

    ERIC Educational Resources Information Center

    Alper, Joe

    2016-01-01

    The future competitiveness of the United States in an increasingly interconnected global economy depends on the nation fostering a workforce with strong capabilities and skills in science, technology, engineering, and mathematics (STEM). STEM knowledge and skills enable both individual opportunity and national competitiveness, and the nation needs…

  4. Transforming Teacher Preparation to Ensure Long-Term Improvement in STEM Teaching

    ERIC Educational Resources Information Center

    Hiebert, James

    2013-01-01

    An alternative mathematics preparation program for K-8 teachers is described as an existence proof that steadily increasing effectiveness of STEM (science, technology, engineering, and mathematics) preparation is possible. The program is based on treating every lesson in each of five mathematics content and methods courses as objects of study.…

  5. STEM Learning through Engineering Design: Impact on Middle Secondary Students' Interest towards STEM

    ERIC Educational Resources Information Center

    Shahali, Edy Hafizan Mohd; Halim, Lilia; Rasul, Mohamad Sattar; Osman, Kamisah; Zulkifeli, Mohd Afendi

    2017-01-01

    The purpose of this study was to identify students' changes of (i) interest toward STEM subjects and (ii) interest to pursuing STEM career after participating in non-formal integrated STEM education programme. The programme exposed students with integrated STEM education through project based learning involving the application of five phases…

  6. Students attitude towards calculus subject: Bumiputera case-study

    NASA Astrophysics Data System (ADS)

    Awang, Noorehan; Ilias, Mohd Rijal; Che Hussain, Wan Siti Esah; Mokhtar, Siti Fairus

    2013-04-01

    Mathematics has always become the most dislike subject among other subjects in school. Study showed that attitudes of students in science subjects such as mathematics were closely related to how they solve problems, accessing ideas and making a right decision. According to another study on mathematics achievement of eighth grade students in Malaysia, mathematics grades among bumiputera students was lower when compared to other races such as Chinese and Indians. The poor performance was due to their attitude and pre-conceived ideas towards the subject. Therefore, this study was designed todetermine the criteria and subcriteria that were considered important in measuring students' attitude toward mathematics among the bumiputeras. Factor analysis was carried out to identify the groups among criterion. Instrument used to measure mathematics attitude was Test of Mathematics Related Attitude (TOMRA) which measured student attitudes in four criteria: normality of mathematics, attitudes towards mathematics inquiry, adoption of mathematics attitude and enjoyment of mathematics lessons. The target population of this study was all computer science and quantitative science students who enrolled Calculus subject in UiTM Kedah. Findings shows that there are two criteria that influenced students attitude toward mathematics namely normality of mathematics with eleven subcriteria and enjoyment of mathematics with eight subcriteria. From the analysis it shows that the total percentage of variation explained is 35.071% with 0.837 Cronbach's alpha reliability test. The findings will help the lecturers, parents and society to consider what action should be taken to install interest and positive attitude of bumiputera students towards mathematics and thus improve their achievement.

  7. Development of “OQALE” Based Reference Module for School Geometry Subject and Analysis of Mathematical Creative Thinking Skills

    NASA Astrophysics Data System (ADS)

    Wulandari, N. A. D.; Sukestiyarno, Y. L.

    2017-04-01

    This research aims to develop an OQALE based reference module for school geometry subject that meets the criteria of a valid and practical. OQALE approach is learning by of O = observation, Q = question, A = Analyze, L = Logic, E = Express. Geometry subject presented in the module are a triangle, the Pythagorean theorem, and rectangular. Mathematical skills of creative thinking shown from four aspects: fluency, flexibility, originality and elaboration. Research procedures in the development of reference module using a strategy of the investigation and development described by [2], which is limited to the sixth stage is leading field testing. The focus of this research is to develop a reference module that is valid, practical and able to increase the mathematical creative thinking skills of students. The testing is limited to three teachers, nine students and two mathematic readers using purposive sampling technique. The data validity, practicality, and creative thinking skills upgrading collected through questionnaires, observations, and interviews and analysed with a valid test, practical test, gain test and qualitative descriptive. The results were obtained (1) the validity of the module = 4.52, which is 4.20 ≤ Vm< 5.00 included in the category of very valid; (2) the results of the questionnaire responses of teachers = 4.53, which is 4.20 ≤ Rg< 5.00 included in the category of very good; (3) the results of the survey responses of students = 3.13, which is 2.80 ≤ Rpd< 3.40 included in the category of good with an average percentage of 78%; and (4) increasing skills of creative thinking mathematically nine students through the test of the gain included in the high and medium category. The conclusions of this research are the generated OQALE based reference module for school geometry subjectis valid and practical.

  8. A Problem with STEM

    ERIC Educational Resources Information Center

    Marder, Michael

    2013-01-01

    Striking differences between physics and biology have important implications for interdisciplinary science, technology, engineering, and mathematics (STEM) education. The author is a physicist with interdisciplinary connections. The research group in which he works, the Center for Nonlinear Dynamics at the University of Texas at Austin, is…

  9. Helping parents to motivate adolescents in mathematics and science: an experimental test of a utility-value intervention.

    PubMed

    Harackiewicz, Judith M; Rozek, Christopher S; Hulleman, Chris S; Hyde, Janet S

    2012-08-01

    The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.

  10. The STEM Pathway for Women: What Has Changed?

    ERIC Educational Resources Information Center

    Heilbronner, Nancy N.

    2013-01-01

    In previous decades, researchers have identified a gender gap in the careers and academic achievement of men and women in science, technology, engineering, and mathematics (STEM). Recently, it has been suggested that some of these gender gaps no longer exist; however, the picture is more nuanced, for women are represented well in some STEM fields…

  11. Attracting STEM Talent: Do STEM Students Prefer Traditional or Work/Life-Interaction Labs?

    PubMed Central

    DeFraine, William C.; Williams, Wendy M.; Ceci, Stephen J.

    2014-01-01

    The demand for employees trained in science, technology, engineering, and mathematics (STEM) fields continues to increase, yet the number of Millennial students pursuing STEM is not keeping pace. We evaluated whether this shortfall is associated with Millennials' preference for flexibility and work/life-interaction in their careers-a preference that may be inconsistent with the traditional idea of a science career endorsed by many lab directors. Two contrasting approaches to running STEM labs and training students were explored, and we created a lab recruitment video depicting each. The work-focused video emphasized the traditional notions of a science lab, characterized by long work hours and a focus on individual achievement and conducting research above all else. In contrast, the work/life-interaction-focused video emphasized a more progressive view – lack of demarcation between work and non-work lives, flexible hours, and group achievement. In Study 1, 40 professors rated the videos, and the results confirmed that the two lab types reflected meaningful real-world differences in training approaches. In Study 2, we recruited 53 current and prospective graduate students in STEM fields who displayed high math-identification and a commitment to science careers. In a between-subjects design, they watched one of the two lab-recruitment videos, and then reported their anticipated sense of belonging to and desire to participate in the lab depicted in the video. Very large effects were observed on both primary measures: Participants who watched the work/life-interaction-focused video reported a greater sense of belonging to (d = 1.49) and desire to participate in (d = 1.33) the lab, relative to participants who watched the work-focused video. These results suggest Millennials possess a strong desire for work/life-interaction, which runs counter to the traditional lab-training model endorsed by many lab directors. We discuss implications of these findings for

  12. STEM Specialty Programs: A Pathway for Under-Represented Students into STEM Fields

    ERIC Educational Resources Information Center

    Alvarez, Charles Alex; Edwards, Douglas; Harris, Bonnie

    2010-01-01

    Addressing the under-representation of women, minorities, and persons with disabilities in science, technology, engineering, and mathematics (STEM) fields has been an initiative of the U.S. Congress for the past 30 years, but the challenge still remains unresolved. The National Science Foundation (NSF) and the Congressional Committee on Equal…

  13. Family Friendly Policies in STEM Departments: Awareness and Determinants

    ERIC Educational Resources Information Center

    Su, Xuhong; Bozeman, Barry

    2016-01-01

    Focused on academic departments in science, technology, engineering, and mathematics (STEM) fields in the United States, we attempt to map department chairs' awareness of family friendly policies and investigate possible determinants of their knowledge levels. Based on a sample of STEM department chairs in American research universities, we find…

  14. Identifying 21st Century STEM Competencies Using Workplace Data

    ERIC Educational Resources Information Center

    Jang, Hyewon

    2016-01-01

    Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM…

  15. Women in STEM hit by discrimination

    NASA Astrophysics Data System (ADS)

    Randall, Ian

    2016-02-01

    Almost a third of women in science, technology, engineering and mathematics (STEM) in Australia are considering leaving their job within the next five years, according to a survey by the employee association Professionals Australia.

  16. New educational tools to encourage high-school students' activity in stem

    NASA Astrophysics Data System (ADS)

    Mayorova, Vera; Grishko, Dmitriy; Leonov, Victor

    2018-01-01

    Many students have to choose their future profession during their last years in the high school and therefore to choose a university where they will get proper education. That choice may define their professional life for many years ahead or probably for the rest of their lives. Bauman Moscow State Technical University conducts various events to introduce future professions to high-school students. Such activity helps them to pick specialization in line with their interests and motivates them to study key scientific subjects. The paper focuses on newly developed educational tools to encourage high school students' interest in STEM disciplines. These tools include laboratory courses developed in the fields of physics, information technologies and mathematics. More than 2000 high school students already participated in these experimental courses. These activities are aimed at increasing the quality of STEM disciplines learning which will result in higher quality of training of future engineers.

  17. Increasing College Students' Interest and Engagement in STEM: A Comparison of Strategies for Challenging STEM Stereotypes

    NASA Astrophysics Data System (ADS)

    Shin, Jiyun Elizabeth L.

    Increasing science, technology, engineering, and mathematics (STEM) graduates has become an important part of the education agenda in the U.S. in recent years. Stereotypes about STEM (i.e., belief that STEM abilities are innate, and that European American men are best suited for STEM) have been identified as one of the critical factors that may contribute to low recruitment and retention of STEM students. Drawing from the literatures on biological essentialism and role models, this study compared different strategies for challenging STEM stereotypes among undergraduate students in STEM and non-STEM fields. STEM stereotypes were challenged directly with research articles that provided non-biological explanations for STEM success and interest (a strategy used in the essentialism research) and indirectly with biographies of successful STEM role models who are underrepresented in their field and who succeeded through hard work (a strategy used in the role model research). Contrary to the predictions, exposure to the role model biographies, research articles, or combination of both did not have statistically significant effects on participants' reported STEM interest and academic intentions. Possible explanations for the lack of significant findings as well as suggestions for developing effective interventions to promote STEM engagement among students are discussed.

  18. Effects of Transferring to STEM-Focused Charter and Magnet Schools on Student Achievement

    ERIC Educational Resources Information Center

    Judson, Eugene

    2014-01-01

    There have been strong calls to action in recent years to promote both school choice and the learning of science, technology, engineering, and mathematics (STEM). This has led to the burgeoning development of STEM-focused schools. Nine STEM-focused charter and 2 STEM-focused magnet schools that serve elementary-aged students were examined to…

  19. Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

    NASA Astrophysics Data System (ADS)

    Lee, Sang Eun

    This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between

  20. Helping STEM Take Root

    ERIC Educational Resources Information Center

    Schachter, Ron

    2011-01-01

    STEM--shorthand for "science, technology, engineering, and mathematics"--has been part of the school improvement discussion for more than a decade, as educational leaders and policy makers have underscored the importance of these areas in an internationally competitive, 21st-century economy. But building and implementing programs that…

  1. Community Colleges Giving Students a Framework for STEM Careers

    ERIC Educational Resources Information Center

    Musante, Susan

    2012-01-01

    Over the coming decade, America will need one million more science, technology, engineering, and mathematics (STEM) professionals than was originally projected. This is the conclusion of a February 2012 report, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics".…

  2. Astronomy and Mathematics Education

    NASA Astrophysics Data System (ADS)

    Ros, Rosa M.

    There are many European countries where Astronomy does not appear as a specific course on the secondary school. In these cases Astronomy content can be introduced by means of other subjects. There are some astronomical topics within the subject of Physics but this talk concerns introducing Astronomy in Mathematics classes. Teaching Astronomy through Mathematics would result in more exposure than through Physics as Mathematics is more prevalent in the curriculum. Generally it is not easy to motivate students in Mathematics but they are motivated to find out more about the universe and Astronomy current events than appears in the media. This situation can be an excellent introduction to several mathematics topics. The teachers in secondary and high school can use this idea in order to present more attractive mathematics courses. In particular some different examples will be offered regarding * Angles and spherical coordinates considering star traces * Logarithms and visual magnitudes * Plane trigonometry related orbital movements * Spherical trigonometry in connection with ecliptic obliquity * Conic curves related to sundial at several latitudes Some students do not enjoy studying Mathematics but they can be attracted by practical situations using Applied Mathematics: Astronomy is always very attractive to teenagers.

  3. A Mathematical Diet Model

    ERIC Educational Resources Information Center

    Toumasis, Charalampos

    2004-01-01

    Emphasis on problem solving and mathematical modeling has gained considerable attention in the last few years. Connecting mathematics to other subjects and to the real world outside the classroom has received increased attention in mathematics programs. This article describes an application of simple differential equations in the field of…

  4. Re-Imagining Specialized STEM Academies: Igniting and Nurturing "Decidedly Different Minds", by Design

    ERIC Educational Resources Information Center

    Marshall, Stephanie Pace

    2010-01-01

    This article offers a personal vision and conceptual design for reimagining specialized science, technology, engineering, and mathematics (STEM) academies designed to nurture "decidedly different" STEM minds and ignite a new generation of global STEM talent, innovation, and entrepreneurial leadership. This design enables students to engage…

  5. Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Jensen, Jamie L.; Neeley, Shannon; Hatch, Jordan B.; Piorczynski, Ted

    2017-01-01

    The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and…

  6. What’s So Special about STEM? A Comparison of Women’s Retention in STEM and Professional Occupations

    PubMed Central

    Sassler, Sharon; Levitte, Yael; Michelmore, Katherine M.

    2014-01-01

    We follow female college graduates in the National Longitudinal Survey of Youth 1979 and compare the trajectories of women in science, technology, engineering, and mathematics (STEM)-related occupations to other professional occupations. Results show that women in STEM occupations are significantly more likely to leave their occupational field than professional women, especially early in their career, while few women in either group leave jobs to exit the labor force. Family factors cannot account for the differential loss of STEM workers compared to other professional workers. Few differences in job characteristics emerge either, so these cannot account for the disproportionate loss of STEM workers. What does emerge is that investments and job rewards that generally stimulate field commitment, such as advanced training and high job satisfaction, fail to build commitment among women in STEM. PMID:25554713

  7. Experiences and Perceptions of STEM Subjects, Careers, and Engagement in STEM Activities among Middle School Students in the Maritime Provinces

    ERIC Educational Resources Information Center

    Franz-Odendaal, Tamara A.; Blotnicky, Karen; French, Frederick; Joy, Phillip

    2016-01-01

    To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high…

  8. Addressing prospective elementary teachers' mathematics subject matter knowledge through action research

    NASA Astrophysics Data System (ADS)

    Hourigan, Mairéad; O'Donoghue, John

    2015-01-01

    There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme) demonstrating weaknesses in this regard, this study sought to examine and address the issue through two cycles of action research. The examination of the nature of prospective teachers' MSMK (as well as related beliefs in the main study) informed the design and implementation of an intervention to address the issue. A mixed method approach was taken throughout. In both cycles, Shapiro's criteria were used as a conceptual framework for the evaluation of the initiative. This paper focuses on the perceived and actual effects of the intervention on participants' MSMK. As well as its contribution at a local and national level, the study provides an Irish perspective on approaches taken to address the phenomenon internationally.

  9. Part of What We Do: Teacher Perceptions of STEM Integration

    ERIC Educational Resources Information Center

    Stubbs, Eric A.; Myers, Brian E.

    2016-01-01

    This study explored three high school agriculture teachers' perceptions of science, technology, engineering, and mathematics (STEM) integration through interviews. The approach was constructivist and data were analyzed according to the framework of integrated STEM education presented in a National Academy of Sciences report. Each participant…

  10. Shifting Expectations: Bringing STEM to Scale through Expanded Learning Systems

    ERIC Educational Resources Information Center

    Donner, Jessica; Wang, Yvonne

    2013-01-01

    Expanded learning opportunities, such as afterschool and summer programs, are particularly well positioned to help address science, technology, engineering, and mathematics (STEM) education crisis. A large percentage of youth participating in afterschool programs are members of groups traditionally underrepresented in STEM fields. Additionally,…

  11. Multiple Case Study of STEM in School-Based Agricultural Education

    ERIC Educational Resources Information Center

    Stubbs, Eric A.; Myers, Brian E.

    2015-01-01

    This multiple case study investigated the integration of science, technology, engineering, and mathematics (STEM) in three Florida high school agriculture programs. Observations, interviews, documents, and artifacts provided qualitative data that indicated the types of STEM knowledge taught. Variables of interest included student and teacher…

  12. Tested Strategies for Recruiting and Retention of STEM Majors

    ERIC Educational Resources Information Center

    Davari, Sadegh; Perkins-Hall, Sharon; Abeysekera, Krishani

    2017-01-01

    There is a shortage of STEM (Science, Technology, Engineering and Mathematics) educated workforce in the US, especially among minority and underrepresented groups. Recruiting and retaining STEM majors has been a major problem for universities and community colleges for many years. The Computer Science department of University of Houston-Clear Lake…

  13. Reform in Undergraduate Science, Technology, Engineering, and Mathematics: The Classroom Context

    ERIC Educational Resources Information Center

    Stage, Frances K.; Kinzie, Jillian

    2009-01-01

    This article reports the results of a series of site visits examining modifications to science, technology, engineering, and mathematics (STEM) teaching and learning based on reform on three differing campuses. Innovations in stem classrooms included collaborative approaches to learning; incorporation of active learning, authentic contexts, peer…

  14. Leadership Training in Science, Technology, Engineering and Mathematics Education in Bulgaria

    ERIC Educational Resources Information Center

    Bairaktarova, Diana; Cox, Monica F.; Evangelou, Demetra

    2011-01-01

    This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership…

  15. Role Models and Informal STEM-Related Activities Positively Impact Female Interest in STEM

    ERIC Educational Resources Information Center

    Weber, Katherine

    2011-01-01

    The United States' economy depends greatly on a citizenry that possesses scientific and technical skills within the fields of science, technology, engineering, and mathematics (STEM) for economic growth. In the past few decades, technological advancement has created a demand for a highly skilled workforce possessing scientific and mathematical…

  16. A State-By-State Policy Analysis of STEM Education for K-12 Public Schools

    ERIC Educational Resources Information Center

    Carmichael, Courtney C.

    2017-01-01

    For practitioners and policy makers across the nation, STEM education has a vague definition. This study looks at how all 50 states define STEM education in policy, using four models: (a) Disciplinary STEM (Science, Technology, Engineering, Mathematics); (b) Integrated STEM focusing on combining two or more disciplines to produce critical…

  17. Supply and Demand of STEM Workers: STEM Jobs Are Growing, but Are Enough Massachusetts Students Qualified? Education Research Brief. Issue 2

    ERIC Educational Resources Information Center

    Conaway, Carrie

    2007-01-01

    Jobs in science, technology, engineering, and mathematics (STEM) are the backbone of the Massachusetts economy. They comprise a substantial share of employment: about 13 percent of the state's jobs and one-third of its gross state product are related to STEM. And they also generate jobs in other fields, such as business and professional services,…

  18. Assessing STEM content learning: using the Arctic's changing climate to develop 21st century learner

    NASA Astrophysics Data System (ADS)

    Henderson, G. R.; Durkin, S.; Moran, A.

    2016-12-01

    In recent years the U.S. federal government has called for an increased focus on science, technology, engineering, and mathematics (STEM) in the educational system to ensure that there will be sufficient technical expertise to meet the needs of business and industry. As a direct result of this STEM emphasis, the number of outreach activities aimed at actively engaging these students in STEM learning has surged. Such activities, frequently in the form of summer camps led by university faculty, have targeted primary and secondary school students with the goal of growing student interest in STEM majors and STEM careers. This study assesses short-term content learning using a climate module that highlights rapidly changing Arctic climate conditions to illustrate concepts of radiative energy balance and climate feedback. Hands-on measurement of short and longwave radiation using simple instrumentation is used to demonstrate concepts that are then related back to the "big picture" Arctic issue. Pre and post module questionnaires were used to assess content learning, as this learning type has been identified as the basis for STEM literacy and the vehicle by which 21st century learning skills are usually developed. In this instance, students applied subject knowledge they gained by taking radiation measurements to better understand the real-world problem of climate change.

  19. The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom

    ERIC Educational Resources Information Center

    Ntemngwa, Celestin; Oliver, J. Steve

    2018-01-01

    The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school…

  20. Dismantling the Birdcage: Adolescent Girls' Attitudes towards Learning Mathematics with a Relational Pedagogy in a Problem-Based Environment

    ERIC Educational Resources Information Center

    Schettino, Carmel

    2013-01-01

    Although the Gender Achievement Gap is closing in mathematics, the "interest gap" in pursuing STEM fields is not. Mathematics education research has discussed constructivist, student-centered and inclusive methods of teaching that have been found to encourage students that have underachieved and been underrepresented in STEM fields. One…

  1. Helping STEM Take Root

    ERIC Educational Resources Information Center

    Schachter, Ron

    2011-01-01

    STEM--the catchy shorthand for "science, technology, engineering and mathematics"--has been part of the school improvement discussion for more than a decade, as educational leaders and policy makers have underscored the importance of these areas in preparing students for an internationally competitive, 21st-century economy. But while the…

  2. The Changing Profile of Entrants to Mathematics at A Level and to Mathematical Subjects in Higher Education.

    ERIC Educational Resources Information Center

    Kitchen, Ann

    1999-01-01

    Analyzes the characteristics of the British student population in mathematics at both the interface between the General Certificate of Secondary Education (GCSE) and A level and between A level and high education. Focuses on the changes in GCSE and A level mathematics, entry standards in higher education, and gender balance issues. (CMK)

  3. Building Bridges between Psychological Science and Education: Cultural Stereotypes, STEM, and Equity

    ERIC Educational Resources Information Center

    Master, Allison; Meltzoff, Andrew N.

    2016-01-01

    There is a gender gap in science, technology, engineering, and mathematics (STEM) education. This presents a worldwide problem of inequity. Sociocultural stereotypes associating STEM with males act as barriers that prevent girls from developing interests in STEM. This article aims to show that we can increase equity and enhance outcomes for a…

  4. Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges

    ERIC Educational Resources Information Center

    Sithole, Alec; Chiyaka, Edward T.; McCarthy, Peter; Mupinga, Davison M.; Bucklein, Brian K.; Kibirige, Joachim

    2017-01-01

    Low student enrollment and high attrition rates in Science, Technology, Engineering, and Mathematics (STEM) education are major challenges in higher education. Many STEM entrants end-up switching their majors to non-STEM fields, perform poorly relative to their peers in other programs, and/or drop out of college without earning any academic…

  5. STEM Learning Is Everywhere: Summary of a Convocation on Building Learning Systems

    ERIC Educational Resources Information Center

    Olson, Steve; Labov, Jay

    2014-01-01

    Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United…

  6. Why are some STEM fields more gender balanced than others?

    PubMed

    Cheryan, Sapna; Ziegler, Sianna A; Montoya, Amanda K; Jiang, Lily

    2017-01-01

    Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women's underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women's participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  7. Effect of Gender, Achievement in Mathematics, and Grade Level on Attitudes toward Mathematics.

    ERIC Educational Resources Information Center

    Tapia, Martha; Marsh, George E., II

    The effects of gender, math achievement, and grade level on attitudes toward mathematics were examined by use of an inventory, Attitudes Toward Mathematics Instrument. Subjects were 803 bilingual, middle and high school students. The data were analyzed using a multivariate factorial model with four factors of Mathematics Attitudes as dependent…

  8. Report on STEM Graduation and Enrollment Trends. April 2013

    ERIC Educational Resources Information Center

    Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

    2013-01-01

    The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM-related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

  9. Report on STEM Graduation and Enrollment Trends. February 2014

    ERIC Educational Resources Information Center

    Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

    2014-01-01

    The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

  10. Report on STEM Graduation and Enrollment Trends. June 2012

    ERIC Educational Resources Information Center

    Jenkins, Rick; Mitchell, Suzanne

    2012-01-01

    The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

  11. Report on STEM Graduation and Enrollment Trends. January 2015

    ERIC Educational Resources Information Center

    Jenkins, Rick; Butler, Sharon; Mitchell, Suzanne

    2015-01-01

    The purpose of this report on Arkansas STEM (Science, Technology, Engineering, and Mathematics) program activity is to inform education and policy makers about the need to prepare and graduate more students with degrees in STEM related fields as defined by the U.S. Immigration and Customs Enforcement (ICE). Arkansas is witnessing a significant…

  12. Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty

    ERIC Educational Resources Information Center

    Pfund, Christine; Mathieu, Robert; Austin, Ann; Connolly, Mark; Manske, Brian; Moore, Katie

    2012-01-01

    Graduate students and post-doctoral scholars at research universities will shape the future of undergraduate education in the natural and social sciences, technology, engineering, and mathematics (the STEM disciplines) in the United States. In 2009 alone, more than 41,000 doctorates were awarded in STEM fields, and if employment trends hold,…

  13. Mathematical thinking styles of undergraduate students and their achievement in mathematics

    NASA Astrophysics Data System (ADS)

    Risnanosanti

    2017-08-01

    The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

  14. Relationship between Students' Diagnostic Assessment and Achievement in a Pre-University Mathematics Course

    ERIC Educational Resources Information Center

    Shim, George Tan Geok; Shakawi, Abang Mohammad Hudzaifah Abang; Azizan, Farah Liyana

    2017-01-01

    Educators have always highlighted the importance of mathematics mastery in education for many years. With the current emphasis of Science, Technology, Engineering and Mathematics (STEMs) education, mathematics mastery is even more vital because it supports the learning and mastery of science fields such as engineering and science. Furthermore, in…

  15. Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils

    NASA Astrophysics Data System (ADS)

    Ng, Chee Hoe; Adnan, M.

    2018-01-01

    This research aims to investigate the effect of integrating STEM education through Project-based Inquiry Learning (PIL) and the users of the STEM modules which consists of five projects on topic Space in Year One Mathematics Syllabus in Kurikulum Standard Sekolah Rendah (KSSR) of Malaysia. STEM education in primary school focuses on the introduces and awareness of students about the importance of STEM education. The projects in STEM modules are covering the different ethnic cultures in Malaysia. The modules are designed using the four phases in PIL. Concepts and the explanation of STEM education on each project are emphasized and provided in the modules so the teachers able to carry out the projects by using the modules. By using the modules in primary Mathematics, the students and teachers will be more understanding on how to integrate the Mathematics’ concepts in STEM education.

  16. Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science

    ERIC Educational Resources Information Center

    Rozek, Christopher S.; Hyde, Janet S.; Svoboda, Ryan C.; Hulleman, Chris S.; Harackiewicz, Judith M.

    2015-01-01

    A foundation in science, technology, engineering, and mathematics (STEM) education is critical for students' college and career advancement, but many U.S. students fail to take advanced mathematics and science classes in high school. Research has neglected the potential role of parents in enhancing students' motivation for pursuing STEM courses.…

  17. STEM-based workbook: Enhancing students' STEM competencies on lever system

    NASA Astrophysics Data System (ADS)

    Sejati, Binar Kasih; Firman, Harry; Kaniawati, Ida

    2017-05-01

    Twenty-first century is a century of technology, a rapid development of scientific studies and technology make them relied heavily on each other. This research investigated about the effect of STEM-based workbook in enhancing students' STEM competencies in terms of knowledge understanding, problem solving skill, innovative abilities, and responsibility. The workbook was tried on 24 students that applied engineering design processes together with mathematics and science knowledge to design and create an egg cracker. The result showed that the implementation of STEM-based workbook on lever system in human body is effective to improve students' STEM competencies, it can be proven by students' result on their knowledge understanding improvement which can be seen from normalized gain () score is 0.41 and categorized as medium improvement, students' problem solving skill is also improving where it obtained a medium improvement with normalized gain as much as 0.45. Innovative abilities also encountered an the improvement, the workbook analysis obtained a higher score which means students can be more innovative after finishing their workbook. Last, students' responsibility is keep improving day by day, students' effort gain the highest score it means that the students become more responsible after implementation of STEM-based workbook. All of the results are supported with the response of students towards STEM-based workbook implementation which showed positive response in all indicators.

  18. iSTEM: Tinkering with Buoyancy

    ERIC Educational Resources Information Center

    Lee, Mi Yeon

    2014-01-01

    In the technology-rich twenty-first century, students are required to actively construct their knowledge and collaboratively engage in problem solving by using such skills as adaptability, communication, self-management, and systematic thinking. In accordance with this necessity, science, technology, engineering, and mathematics (STEM) education…

  19. How Well Does A-Level Mathematics Prepare Students for the Mathematical Demands of Chemistry Degrees?

    ERIC Educational Resources Information Center

    Darlington, Ellie; Bowyer, Jessica

    2016-01-01

    332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In…

  20. Psycho-Social Determinants of Gender Prejudice in Science, Technology, Engineering and Mathematics

    ERIC Educational Resources Information Center

    Nnachi, N. O.; Okpube, M. N.

    2015-01-01

    This work focused on the "Psycho-social Determinants of Gender Prejudice in Science, Technology, Engineering and Mathematics (STEM)". The females were found to be underrepresented in STEM fields. The under-representation results from gender stereotype, differences in spatial skills, hierarchical and territorial segregations and…