Preservice teachers’ understanding of STEM education

Abstract

Natural rubber on the world market has had small increases in demand and big increases in supply. Therefore, demand and supply are imbalanced and this impacts the natural rubber price of the world market causing a decline. This study aimed: (1) to develop de-mand and supply models to predict the world natural rubber quantity using simultaneous equations;(2) to predict all explanatory variables in the demand and supply models using the simple moving average technique; and (3) to estimate the equilibrium quantity and price for world natural rubber during 2017e2026. First, in the demand model, there was a positive relationship of the explanatory variables of world natural rubber production quantity, synthetic rubber price, percentage year of year (%YOY) of gross domestic product (GDP), and the exchange rate, while the negative relationship variable was natural rubber price. In the supply model, the positive relationship variables were natural rubber price, mature area, rainfall, and crude oil price, while the negative relationship variables were world natural rubber stock and urea price. Second, the predicted variables indicated that production, %YOY of GDP, exchange rate, amount of stock, and the mature area tended to gradually increase, while the synthetic rubber price, urea price, rainfall, and crude oil price tended to slowly decrease from 2017 to 2026. Finally, the equilibrium quantity forecast tended to gradually increase from 953.75 to 957.15 thousand tonnes, and the equilibrium price tended to fluctuate and decrease from 169.78 to 162.05 thousand yen from 2017 to 2026. Consequently, this study may be helpful to the governments of the world's important natural rubber producing countries to plan policies to reduce natural rubber production costs and stabilize the natural rubber price in the future, such as by setting suitable areas of world natural rubber plantation in each country, and defining appropriate and sustainable alternative crop areas in each country.

ICT Integration Practices of STEM Teachers in TVET

“…In conclusion, the study has contributed to the empirical gap of technology integration practices of STEM teachers in TVET. STEM teachers are the key drivers to equip students with STEM literacy and shaping their STEM career choice [19], [25]. Moreover, technology integration plays various roles in enhancing STEM learning.…”

A Theoretical Framework for Implementing STEM Education

“…Different STEM approaches have been adopted in different education contexts even within the same nation [4,[13][14][15]. Research reveals that this is the main source of confusions and misconceptions/misunderstandings of STEM education among teachers [14].…”

“…Twenty-first century competences including creativity, problem-solving and entrepreneurial are prerequisite students' further studies in STEM areas, their taking up of related careers and ventures into entrepreneurship and inventions [2]. In this regard, STEM classrooms require teachers who hold knowledge and pedagogies associated with different STEM disciplines and who would be able to construct new identities within their nation and school contexts [3,4]. The economic development foundation-laying goals for STEM education are quite clear in literature.…”

“…With all of the possible benefits of STEM education, it becomes imperative to ascertain that teachers teach STEM effectively [5]. Yet, quite often nations introduced STEM education void from context-specific theoretical frameworks and standard operating procedures (SOPs) to guide its understandings and implementations [6,4,7]. Logically, the success of STEM education endeavours is largely underpinned by well-defined national conceptions, theoretical underpinnings and SOPs of STEM education.…”

Kajian Pustaka: Integrasi Stem Untuk Keterampilan Argumentasi Dalam Pembelajaran Sains

“…Dalam praktiknya, para guru STEM harus mempersiapkan kesempatan bagi siswa untuk menerapkan integrasi konsep dan keterampilan STEM ke situasi multidisiplin yang berhubungan dengan kehidupan nyata (Pimthong & Williams, 2018). Artikel oleh Srikoom (2017), memuat ide tentang bagaimana melakukan integrasi STEM yang bervariasi (Martín-Páez dkk., 2019) kedalam sembilan kemungkinan model pengintegrasian STEM yang mengadopsi dan memodifikasi gagasan Bybee (2013), dirangkum dari banyak diskusi, artikel, laporan, dan proyek tercantum pada Tabel 2.…”