&lt;p&gt;A Model for Unified Science and Technology&lt;/p&gt;

Beven, Roy Q.; Raudebaugh, Robert A.

doi:10.21061/jots.v30i1.a.2

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…The integration of engineering concepts into science and mathematics curriculum through interesting but practical applications helps increase students' interest in STEM, and it connects classroom lessons to the real world. Curriculum development and instructional strategies to support teachers in these efforts have been developed over the past decade (Baker, Yasar, Kurplus,.Krause, & Roberts, 2004;Beven & Raudebaugh, 2004;Contrell, Pekcan, Itani,. & Velasquez-Brant, 2006;Harwood & Rudnistsky, 2005;Kimmel & Rockland, 2002;Poole, deGrazia, & Sullivan, 2001).…”

Section: Integrating Engineering Into the Content Areas Of Sciencementioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

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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 exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.

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Section: Integrating Engineering Into the Content Areas Of Sciencementioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

View full text Add to dashboard Cite

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Integrating Science and Technology in School Practice Through the Educational Reconstruction of Contents

Testa

Lombardi²,

Monroy

et al. 2016

Iterative Design of Teaching-Learning Sequences

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The Structure of Talent

Mupepi

2017

Advances in Human Resources Management and Organizational Development

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This chapter advances a discourse on a co-constructed competency model referred to as the SCCM. The SCCM is an alternative competency management strategy designed to build talent needed to increase productivity. A competency model buttress talent management and how human resource management, can be designed and implemented. Arguments drawn indicate that competency models, in particular those concerned with organizational capabilities, are relatively ineffective when developed outside the organization. A contrast of the competency models developed elsewhere with those espoused within the organization by the knowledge communities (KC) and effectiveness demonstrated in the latter approach. By reviewing selections from the literature that established the competency development movement, a foundation on past knowledge is considered in the design and implementation of the capability required to champion organization. The SCCM approach is applicable to most organizations in creating explicit knowledge, skills, and behavior necessary to increase productivity.

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<p>A Model for Unified Science and Technology</p>

Cited by 3 publications

References 4 publications

<p>Advancing the “E” in K-12 STEM Education</p>

<p>Advancing the “E” in K-12 STEM Education</p>

Integrating Science and Technology in School Practice Through the Educational Reconstruction of Contents

The Structure of Talent

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