A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

Galadima, Usman; Ismail, Zaleha; Ismail, Norulhuda

doi:10.35940/ijeat.e1181.0585c19

Cited by 8 publications

(10 citation statements)

References 21 publications

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“…Learning perception included that students felt interested in i-STEM PjBL materials, they could acquire knowledge and skills from various fields, PjBL was helpful to complete works, and principles were helpful in practice (as shown in Table 2 ). Through hands-on manipulation, students literally “practiced” what they had learned from the teacher, and this condition was consistent with some research that emphasized the importance of hands-on manipulation and learning in reality (Galadima et al, 2019 ) and description in situated cognition theory.…”

Section: Resultssupporting

confidence: 85%

“…According to constructivism and Galadima et al ( 2019 ), this study was based on the idea “integrate and link various disciplines by the project” (detailed in the Literature Review Section), and practiced PjBL. In this PjBL, the emphasis on design and practice enabled students to construct the final products of sailboat robots by applying previous knowledge and related technical and engineering abilities.…”

Section: Methodsmentioning

confidence: 99%

“…Another i-STEM learning concept is based on mathematics, enabling students to learn scientific concepts and apply technology through the interpretation of engineering problems (Yakman, 2008 ). Galadima et al ( 2019 ) divided i-STEM learning into single discipline, combine disciplines, multiple disciplines, engineering projects, and fully i-STEM disciplines. One kind of integration is accomplished by project-based learning (PjBL).…”

Section: Introductionmentioning

confidence: 99%

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Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

Chang

Chen

2022

Front. Psychol.

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Integrated science, technology, engineering, and mathematics (STEM) embedding project-based learning (i-STEM PjBL) is still faced with challenges, and its educational values have not been revealed, which is what the study aimed to explore. Participants consisted of 48 freshmen from a senior high school, including 27 male students and 21 female students. The open-ended questionnaire and the interview for the students were administrated after the i-STEM PjBL. The qualitative data were converted into quantitative data counted by the occurrence frequencies of the codes. The results based on the integration and comparison of the open-ended questionnaire and interview outcomes showed that i-STEM PjBL provided students with positive educational values (including learning acquisition, performance, and perception), but there were also learning challenges in the process. Learning acquisition focused on the basic structure and components of a robot, principles of robot motion, hull structure, principles of sailboat navigation, and skills of designing and assembling sailboats. Learning performance referred that students were satisfied with their hands-on performances and confident of their abilities to perform better in similar disciplines, but did not learn well on programming. Learning perception indicated that students felt interested in i-STEM PjBL materials could acquire knowledge and skills from various fields, PjBL could be helpful to complete works, and principles could be helpful in practice, while programming design learning materials were not enough. Learning challenges indicated that students were unfamiliar with the usage of tools and hands-on operation, and they also felt challenged by programming. Students' feedback can be taken as references to modify and improve i-STEM PjBL and the materials in the future.

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Section: Resultssupporting

confidence: 85%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

Chang

Chen

2022

Front. Psychol.

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“…Demir [16] analyzed the opinions of mathematics teachers on STEM education and identified the need to prepare future teachers to integrate STEM education into their lessons. Galadima et al [17,18] propose integrated STEM education for future mathematics teachers. Tumasheva et al [19] present the results of a study on the preparation of mathematics teachers for STEM education in schools and other educational institutions.…”

Section: Discussionmentioning

confidence: 99%

STEM education and personnel training: systematic review

Mintii

2023

J. Phys.: Conf. Ser.

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This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster “STEM education and training” has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of “traditional” STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

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“…These initiatives represent a shift from traditional teaching methods to more interactive and practical approaches, reflecting the evolving nature of the STEM curriculum in Nigeria. The study on new pedagogies for training pre-service mathematics teachers in integrated STEM education (Galadima, Ismail, and Ismail, 2019) sheds light on the effectiveness of an integrated STEM (iSTEM) course. This approach focuses on combining the separate fields of STEM into a cohesive teaching strategy, preparing future teachers to deliver an integrated and holistic STEM education.…”

Section: Curriculum Evolution and Pedagogical Innovationsmentioning

confidence: 99%

Stem Education Advancements in Nigeria: A Comprehensive Review

Onyebuchi Nneamaka Chisom,

Chika Chioma Unachukwu,

Blessing Osawaru

2024

Int. j. appl. res. soc. sci.

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In an era where technological and scientific advancements are pivotal to national development, this paper meticulously examines the state of STEM (Science, Technology, Engineering, and Mathematics) education in Nigeria. It aims to dissect the complexities, challenges, and opportunities within this educational sector, particularly in the context of global educational trends and national developmental imperatives. The study's scope encompasses a critical analysis of the historical evolution, current practices, and future trajectories of Nigerian STEM education, with a keen focus on aligning it with global standards. Employing a systematic literature review methodology, the study rigorously selects and analyzes pertinent studies and reports, ensuring a comprehensive exploration of Nigerian STEM education. This approach facilitates an in-depth understanding of the multifaceted nature of STEM education in Nigeria, including its pedagogical approaches, policy implications, and comparative global perspectives. The findings reveal a landscape of innovation and progress, marked by advancements in teaching methodologies and curriculum development. However, these positive strides coexist with significant challenges such as persistent gender disparities, resource inadequacies, and deficiencies in teacher training. The study underscores the critical need for Nigeria to harmonize its STEM education with international benchmarks while addressing these endemic challenges. Conclusively, the paper advocates for strategic policy reforms aimed at enhancing teacher training, updating curriculum content, and integrating modern technologies in STEM education. It emphasizes the importance of fostering gender equity and tailoring education to meet industry demands, thereby equipping students with relevant skills for the global market. The recommendations provided serve as a roadmap for stakeholders, guiding efforts to revitalize Nigerian STEM education and position it at the forefront of global educational excellence. Keywords: STEM Education, Nigeria, Global Trends, Curriculum Evolution, Pedagogical Innovation, Educational Policy.

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A New Pedagogy for Training the Pre-service Mathematics Teachers Readiness in Teaching Integrated STEM Education

Cited by 8 publications

References 21 publications

Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

Educational values and challenges of i-STEM project-based learning: A mixed-methods study with data-transformation design

STEM education and personnel training: systematic review

Stem Education Advancements in Nigeria: A Comprehensive Review

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