STEM Education

By Jenny Liu, Wendy Feenstra, Alvar Saenz Otero, Kathleen Magrane. Teaching Elementary STEM Education, 2014

576 citations recorded by the source corpus.

STEM education in schools has become the subject of energetic promotion by universities and policymakers. The mythical narrative of STEM in crisis has driven policy to promote STEM education throughout the world in order to meet the challenges of future workforce demands alongside an obsession with high-stakes testing for national and international comparisons as a proxy for education quality. Unidisciplinary emphases in the curriculum have failed to deliver on the goal to attract more students to pursue STEM courses and careers or to develop sophisticated STEM literacies. A radical shift in the curriculum toward integrated STEM education through multidisciplinary/ interdisciplinary/ transdisciplinary projects is required to meet future challenges. Project-based activities that engage students in solving real-world problems requiring multiple perspectives and skills that are authentically assessed by autonomous professional teachers are needed. Governments and non-government sponsors should support curriculum development with teachers, and their continuing professional development in this process. Integrating STEM with creative expression from the arts shows promise at engaging students and developing their STEM literacies. Research into the efficacy of such projects is necessary to inform authorities and teachers of possibilities for future developments. Foci for further research also are identified.

View Paper: https://www.semanticscholar.org/paper/fdcad1d7bea822e2b6e190753274363cfb388417

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Citations in the corpus

An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes (2020, background): “…in STEM careers is a key strategy for solving societal problems such as combating disease, protecting the environment, developing new innovations, and addressing local and global needs (Atkinson and Mayo 2010), and for improving overall quality of life (Atkinson and Mayo 2010; Xie et al. 2015).”
The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic (2020, background): “This is important because the technical aspects are directly involved in the problem-solving process (Bybee, 2010).”
Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion (2020, background): “The first three explanations prevail in the sociological and psychological literatures on gender segregation in higher education in general and in STEM majors in particular (for a review, see Xie, Fang, and Shauman 2015).”