A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking

Saxton, Emily; Burns, Robin; Holveck, Susan; Kelley, Sybil S.; Prince, Daniel; Rigelman, Nicole R.; Skinner, Ellen A.

doi:10.1016/j.stueduc.2013.11.005

Cited by 80 publications

(62 citation statements)

References 118 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We have argued that teachers who possess (a) well-developed STEM PCK (Saxton et al, 2014), (b) a constructivist approach to STEM teaching and learning, and (c) the ability to draw on their vision while reflecting on and during teaching to help negotiate challenges in their teaching context are well positioned to engage in the process of adaptive teaching. We offered and discussed Amelia's science teaching as an illustrative case of an adaptive novice teacher who possessed the aforementioned knowledge, skills, and dispositions.…”

Section: Discussionmentioning

confidence: 99%

“…Drawing on the STEM PCK definition offered by Saxton et al (2014), we conceptualize STEM PCK as teachers' knowledge of: (a) students' thinking about STEM-related topics, (b) instructional strategies for engaging students in inquiry processes, and (c) real-world STEMrelated connections. A teacher who has a well-developed knowledge base about what students know and are able to do and about what real-world connections exist can readily access this knowledge to make the necessary instructional moves.…”

Section: Conceptualizing Stem Pckmentioning

confidence: 99%

“…Drawing on research and theory, we argue that teachers who possess (a) a well-developed STEM pedagogical content knowledge (PCK; Saxton et al, 2014), (b) a constructivist paradigm of teaching and learning (Goodwin & Webb, 2014), and (c) the ability to draw on a vision while reflecting on and during teaching to help negotiate challenges in their teaching contexts are well positioned to engage in the process of adaptive teaching. We highlight findings from an in-depth case study of a novice elementary teacher who we taught during her teacher preparation program and captured performances of and reasoning about adaptive teaching.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Adaptive Teaching in STEM: Characteristics for Effectiveness

Allen¹,

Webb²,

Matthews³

2016

Theory Into Practice

View full text Add to dashboard Cite

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Conceptualizing Stem Pckmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Adaptive Teaching in STEM: Characteristics for Effectiveness

Allen¹,

Webb²,

Matthews³

2016

Theory Into Practice

View full text Add to dashboard Cite

show abstract

“…The US government and private companies understand that investments in this type of education can contribute to the economy and competitiveness of the country, as it will form individuals capable of making decisions of political engagement, democracy and social development. On the other hand, training students in science and technology can guarantee increased income and employment (SAXTON et al, 2014).…”

Section: Innovative Contextmentioning

confidence: 99%

Comparison Between Brazil and the 30 Most Innovative Countries in the World

Moser

Oliveira

2018

RISUS

View full text Add to dashboard Cite

Abstract:The objective of this study was present the behaviour of Brazil in relation to the most innovative countries in the world when faced with macroeconomic, political and social variables. Through an analysis where the Grouping Technique was use, being considered the Euclidean distance and representing these groups with dendrograms in the years from 2012 to 2016. After this analysis was constructed, a Chebyshev Inequality Test for the year of 2016 with the purpose of identifying how much Brazil needs to improve its positioning in the presented variables to be in the cluster of the most innovative countries in the world. Key words: Innovation, Technological Innovation, Innovative Countries, Innovative Environment.Resumo: O objetivo deste estudo foi apresentar o comportamento do Brasil em relação aos países mais inovadores do mundo diante das variáveis macroeconômicas, políticas e sociais. Por meio de uma análise onde foi utilizada a Técnica de Agrupamento, sendo considerada a distância Euclidiana, representando esses grupos com dendrogramas dos anos de 2012 a 2016. Após as análises, foi construído um Teste de Desigualdade de Chebyshev para o ano de 2016 com o objetivo de identificar como o Brasil precisa melhorar seu posicionamento nas variáveis apresentadas para estar no cluster dos países mais inovadores do mundo.

show abstract

“…As a result, different strategies are explored, both from institutions and individuals, to increase students' interest in STEM education and to obtain higher learning outcomes in science subjects. Between these strategies, teaching initiatives vary from the analysis of measurement tools and evaluation technologies [4] to the use of active learning techniques to increase students' interest and performance [5].…”

Section: Introductionmentioning

confidence: 99%

Smartphones as experimental tools to measure acoustical and mechanical properties of vibrating rods

González

2016

Eur. J. Phys.

View full text Add to dashboard Cite

Modern smartphones have calculation and sensor capabilities that make them suitable for use as versatile and reliable measurement devices in simple teaching experiments. In this work a smartphone is used, together with low cost materials, in an experiment to measure the frequencies emitted by vibrating rods of different materials, shapes and lengths. The results obtained with the smartphone have been compared with theoretical calculations and the agreement is good. Alternatively, physics students can perform the experiment described here and use their results to determine the dependencies of the obtained frequencies on the rod characteristics. In this way they will also practice research methods that they will probably use in their professional life.

show abstract

A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking

Cited by 80 publications

References 118 publications

Adaptive Teaching in STEM: Characteristics for Effectiveness

Adaptive Teaching in STEM: Characteristics for Effectiveness

Comparison Between Brazil and the 30 Most Innovative Countries in the World

Smartphones as experimental tools to measure acoustical and mechanical properties of vibrating rods

Contact Info

Product

Resources

About