Intersections of Integrated STEM and Socio-Scientific Issues

Roehrig, Gillian H.; Keratithamkul, Khomson; Hiwatig, Benny Mart

doi:10.4018/978-1-7998-4558-4.ch009

Cited by 3 publications

(5 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Doing science experiments or doing mathematics exercises is probably not linked closely to real-world problems. Moreover, the significance of making things or solving any problem has to be associated thoroughly with human needs (Roehrig et al, 2020). The teacher response in this category seems to focus solely on practicing without considering real-world problems and human needs.…”

Section: Active Learning 10mentioning

confidence: 99%

“…However, there was no sense in designing linked to human needs, hence this sense of making things link teaching expectancy to stimulate students to be a technician but not a designer. Teachers' idea of PK in STEM education should be more on designing things according to human needs (Roehrig et al, 2020).…”

Section: Active Learning 10mentioning

confidence: 99%

“…In-Service Teachers' Initial Perceptions Toward STEM knowledge integration for knowledge practice (Williams, 2019;Roehrig et al, 2020).…”

Section: Pairoh Sohsomboon and Chokchai Yuenyongmentioning

confidence: 99%

“…Moreover, it is worth noting that social and cultural aspects are also deeply relevant to potential solutions to the problem-solving process, and designing the process and product according to human needs. Therefore, human needs have to be emphasised in the problem-solving process and goals (Roehrig et al, 2020). This approach might initially help teachers establish a suitable mindset to set their pathway for conducting or creating STEM activities.…”

Section: Concept Of Stem Educationmentioning

confidence: 99%

“…Teacher's ways of seeing research on STEM education appears to be rigid in a single paradigm on enhancing student's skills, and innovation and other traditional ways of seeing research such as learning achievement. The teacher's view of STEM education probably needs to shift to knowledge application through problem-solving in real-world situations (Chesky & Wolfmeyer, 2015;Williams, 2019;Roehrig et al, 2020). Multi-paradigm and transformative learning which is believed to be ways of scaffolding teachers to come out of a small single frame to see another frame (Taylor et al, 2012;Taylor & Taylor, 2022).…”

Section: Teacher's Ways Of Seeing Research On Stem Educationmentioning

confidence: 99%

See 4 more Smart Citations

Examine In-Service Teachers’ Initial Perceptions Toward STEM Education in Thailand

Sohsomboon¹,

Yuenyong²

2022

APJEE

View full text Add to dashboard Cite

This research aims to examine teacher’s initial perceptions of STEM Education. The participants in this study were 43 in-service STEM related subject teachers from the northeastern region in Thailand who were keen on participating in the STEM Education for Educators Module, Khon Kaen University. The data was collected through an open-ended questionnaire of Teacher’s Perceptions of STEM Education (TP-STEM) prior to the process of professional development beginning. The aspects of TP-STEM included (1) STEM concept; (2) Experience implementing STEM; (3) STEM PK; (4) Teacher’ competency for STEM education; (5) Assessment in STEM education; (6) Supporting STEM education in schools; and (7) Research in STEM education. An interpretative paradigm was implemented as a methodology to interpret qualitative data in this research. Research findings were discussed around seven aspects of teacher’s perceptions of STEM education according to the TPSTEM questionnaire. The findings reveal that teacher’s perceptions of the STEM concept goes around the term integrated STEM disciplines. Surprisingly, the majority of teachers had never implemented STEM education in their teaching and a number of teachers tend to separate STEM teaching into each discipline rather than link the disciplines for problem solving. Key PK in STEM education was emphasised on practicing, active learning, and integrated disciplines. Teacher’s indicated PK (PK) as the most significant competency for STEM education, whereas partnership was also considered as a competency to support successful STEM implementation. Authentic assessment and formative assessment were emphasised as key features for assessment in STEM education. Teachers indicated good organisation and support from schools on resources, policy, and professional development for successful STEM implementation. Also, enhancing student’s skills, and innovation were indicated as a focus for STEM education research. These findings could explicitly indicate the trail for professional development (PD) provided that teacher’s ideas about STEM education are related closely to the STEM philosophy from the basic background to implications for a more efficient outcome for implementing STEM education in schools. Moreover, there were indications of the need for support from the Ministry of Education, school administrations, and experts from universities in order to produce effective STEM Education in Thailand. The paper has implications for STEM education professional development not only in Thailand but also for Asia Pacific countries.

show abstract

Section: Active Learning 10mentioning

confidence: 99%

Section: Active Learning 10mentioning

confidence: 99%

“…In-Service Teachers' Initial Perceptions Toward STEM knowledge integration for knowledge practice (Williams, 2019;Roehrig et al, 2020).…”

Section: Pairoh Sohsomboon and Chokchai Yuenyongmentioning

confidence: 99%

Section: Concept Of Stem Educationmentioning

confidence: 99%

Section: Teacher's Ways Of Seeing Research On Stem Educationmentioning

confidence: 99%

See 3 more Smart Citations

Examine In-Service Teachers’ Initial Perceptions Toward STEM Education in Thailand

Sohsomboon¹,

Yuenyong²

2022

APJEE

View full text Add to dashboard Cite

show abstract

Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration

Yang,

Luo,

Seah

et al. 2024

Sci & Educ

View full text Add to dashboard Cite

Exploring Effective Practices of an Elementary STEM Block Program

Waters

2022

Journal of Research in Science, Mathematics and Technology Education

View full text Add to dashboard Cite

Creating a STEM-driven culture incorporating engineering habits of mind and 21st century skills at an early age could impact students’ STEM interests and knowledge.  Therefore, early exposure to effective engineering design practices could create a foundation for a STEM program. This exploratory case study examined the integration of a STEM program in an elementary-level school. Survey, interview, focus group, and observational data were analyzed and coded to determine effective practices of the STEM program. This paper focuses on the emergent themes of the (a) critical role of the specialist, (b) instructional design, and (c) integration of the engineering laboratory.  The STEM specialist at Gemini Elementary School provided the teachers with the foundation for the in-depth acquisition of STEM content and pedagogical skills. Teachers were provided with team planning time that focused on the instructional design of the STEM Block lessons. Through collaborative settings, teachers and the specialist were able to design modern real-world problems for students that allowed students to apply engineering design practices to find solutions. The results of this study point to the need to increase the number of STEM programs embrace engineering design in elementary schools.

show abstract

Intersections of Integrated STEM and Socio-Scientific Issues

Cited by 3 publications

References 57 publications

Examine In-Service Teachers’ Initial Perceptions Toward STEM Education in Thailand

Examine In-Service Teachers’ Initial Perceptions Toward STEM Education in Thailand

Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration

Exploring Effective Practices of an Elementary STEM Block Program

Contact Info

Product

Resources

About